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Author | Hanan, Laura | en_US |
Date Accessioned | 2015-05-29T12:59:31Z | |
Date Available | 2015-05-29T12:59:31Z | |
Date of Issue | 2015-04-26 | |
Identifier (URI) | http://hdl.handle.net/10342/4842 | |
Description | The purpose of this action research study was to determine how questioning during a Directed Reading-Thinking Activity would impact comprehension and reading attitude of first graders. This quasi-experimental pre/posttest design study included 38 students from two first grade classes. Basal reader selections were used. The intervention group used questioning along a continuum while the comparison group used traditional basal reader questions. Two separate independent t tests, using the mean gain scores from the pre/post data and the pre/post Reading Attitudes Survey, failed to establish statistical significance (p=0.06). However a large effect size was documented for comprehension (0.8). | en_US |
Extent | 47 pages | en_US |
Language | en_US | en_US |
Subject | Directed reading-thinking activity | en_US |
Subject | Reading attitude | en_US |
Subject | Reading comprehension | en_US |
Subject | Elementary schools | en_US |
Subject | Questioning | en_US |
Title | Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students | en_US |
Type | Working Papers | en_US |