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The effect of explicit teaching of i...

Muller, Rebecca R.

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The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school./
Author:	Muller, Rebecca R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	71 p.
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162130
ISBN:	9781369169300

The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school.
Muller, Rebecca R.

The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 71 p.

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.A.)--Rowan University, 2016.

The purpose of the study was to examine improvement of reading comprehension on students with specific learning disabilities in the seventh grade through the direct and explicit teaching of inferring. The students were taught to use a graphic organizer to aid their metacognition related to making an inference. Each student was identified as having weak inferential thinking skills through the Fountas and Pinnell Reading Assessment and the easyCBM long reading comprehension assessment. Data was collected during a baseline phase, intervention phase, and post-intervention phase. The independent variable was the use of a graphic organizer that aided in the strategy of making an inference. The dependent variable was the measure of the participants' overall reading comprehension using the Fountas and Pinnell and easyCBM assessment. Overall, the results of the study demonstrated improvement in reading comprehension in the Fountas and Pinnell Assessment. Five out of seven students showed growth and one student maintained proficiency levels with the easyCBM assessment. Results of the study showed that metacognitive strategies improve overall reading comprehension when taught directly and explicitly as well as consistently within content areas.

ISBN: 9781369169300Subjects--Topical Terms:

516693
Special education.

The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school.
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020 $a 9781369169300
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100 1 $a Muller, Rebecca R. $3 3284828
245 1 4 $a The effect of explicit teaching of inferring on the reading comprehension of students with learning disabilities in middle school.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 71 p.
500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Adviser: Jay Kuder.
502 $a Thesis (M.A.)--Rowan University, 2016.
520 $a The purpose of the study was to examine improvement of reading comprehension on students with specific learning disabilities in the seventh grade through the direct and explicit teaching of inferring. The students were taught to use a graphic organizer to aid their metacognition related to making an inference. Each student was identified as having weak inferential thinking skills through the Fountas and Pinnell Reading Assessment and the easyCBM long reading comprehension assessment. Data was collected during a baseline phase, intervention phase, and post-intervention phase. The independent variable was the use of a graphic organizer that aided in the strategy of making an inference. The dependent variable was the measure of the participants' overall reading comprehension using the Fountas and Pinnell and easyCBM assessment. Overall, the results of the study demonstrated improvement in reading comprehension in the Fountas and Pinnell Assessment. Five out of seven students showed growth and one student maintained proficiency levels with the easyCBM assessment. Results of the study showed that metacognitive strategies improve overall reading comprehension when taught directly and explicitly as well as consistently within content areas.
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650 4 $a Middle school education. $3 969762
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710 2 $a Rowan University. $b Special Education. $3 3277392
773 0 $t Masters Abstracts International $g 56-01(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162130