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Narratives Are Never Enough: Investi...

Jordan-Hamilton, Dione L.

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Narratives Are Never Enough: Investigating the Effects of Informational Text on Fluency and Comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Narratives Are Never Enough: Investigating the Effects of Informational Text on Fluency and Comprehension./
作者:	Jordan-Hamilton, Dione L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	155 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793884
ISBN:	9780355956955

Narratives Are Never Enough: Investigating the Effects of Informational Text on Fluency and Comprehension.
Jordan-Hamilton, Dione L.

Narratives Are Never Enough: Investigating the Effects of Informational Text on Fluency and Comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 155 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--Alabama Agricultural and Mechanical University, 2018.

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

The purpose of this quasi-experimental pre-test and post-test design study was to evaluate the effectiveness of partnered, leveled informational text on students' comprehension and oral reading fluency. This study was conducted over a 6-week session utilizing two first-grade classes, two second-grade classes, and two third-grade classes. Participating students in each class was given the STAR Reading Assessment as a pre-test to determine their current reading level as well as to assess comprehension levels and fluency scores. Afterwards, each class was randomly assigned to either the treatment group which employed partnered, leveled informational text or the control group which participated in independent reading sessions with nonfiction trade book selections. Upon completion of the treatment, the STAR was administered as the post-test to participating students. This type of assessment was selected to compare students' comprehension and oral reading fluency levels pre-test and post-test scores. After the data was collected, a paired samples t-test and an independent samples t-test was used to determine if there was a statistical significance on oral reading fluency scores and comprehension when using partnered, leveled informational text compared to students' readings of informational trade books.

ISBN: 9780355956955Subjects--Topical Terms:

2122756
Reading instruction.

Narratives Are Never Enough: Investigating the Effects of Informational Text on Fluency and Comprehension.
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