東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of a Text Structure Interven...

Strong, John Z.

FindBook

Google Book

Amazon

博客來

Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment./
作者:	Strong, John Z.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	201 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904693
ISBN:	9781687973672

Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment.
Strong, John Z.

Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 201 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--University of Delaware, 2019.

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

This mixed methods experimental study investigated the effects and social validity of a text structure intervention in grades four and five. Eleven teachers in three elementary schools were randomly assigned to deliver a text structure intervention or a comprehension intervention. Quantitative data sources included pretest and posttest measures of students' text structure awareness, reading comprehension, and writing quality. Qualitative interviews were conducted after the intervention period to understand teachers' perceptions of the social validity of each intervention. Quantitative measures were analyzed using three-level hierarchical linear modeling. Qualitative data were analyzed typologically. Results were integrated to understand the acceptability of the text structure intervention for upper elementary grades. Quantitative results indicated that the text structure group outperformed the comprehension group on a measure of text structure awareness, a graphic organizer task, and use of ideas and details in informative writing. Qualitative findings revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Integrated results suggest that teachers found the text structure intervention acceptable for teaching text structure and writing, and they were able to implement the intervention consistently and with fidelity. This study contributes to existing research by evaluating the effects of a classroom-based text structure intervention on both reading and writing outcomes compared with an alternative treatment and understanding teachers' perceptions of its social validity and acceptability.

ISBN: 9781687973672Subjects--Topical Terms:

2122756
Reading instruction.

Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment.
LDR:02695nmm a2200313 4500 001 2264956
005 20200515113442.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781687973672
035 $a (MiAaPQ)AAI13904693
035 $a AAI13904693
040 $a MiAaPQ $c MiAaPQ
100 1 $a Strong, John Z. $3 3542100
245 1 0 $a Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5: A Mixed Methods Experiment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 201 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Walpole, Sharon.
502 $a Thesis (Ph.D.)--University of Delaware, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This mixed methods experimental study investigated the effects and social validity of a text structure intervention in grades four and five. Eleven teachers in three elementary schools were randomly assigned to deliver a text structure intervention or a comprehension intervention. Quantitative data sources included pretest and posttest measures of students' text structure awareness, reading comprehension, and writing quality. Qualitative interviews were conducted after the intervention period to understand teachers' perceptions of the social validity of each intervention. Quantitative measures were analyzed using three-level hierarchical linear modeling. Qualitative data were analyzed typologically. Results were integrated to understand the acceptability of the text structure intervention for upper elementary grades. Quantitative results indicated that the text structure group outperformed the comprehension group on a measure of text structure awareness, a graphic organizer task, and use of ideas and details in informative writing. Qualitative findings revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Integrated results suggest that teachers found the text structure intervention acceptable for teaching text structure and writing, and they were able to implement the intervention consistently and with fidelity. This study contributes to existing research by evaluating the effects of a classroom-based text structure intervention on both reading and writing outcomes compared with an alternative treatment and understanding teachers' perceptions of its social validity and acceptability.
590 $a School code: 0060.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
650 4 $a Instructional design. $3 3172279
690 $a 0535
690 $a 0524
690 $a 0447
710 2 $a University of Delaware. $b School of Education. $3 1022090
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 0060
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904693