Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students
dc.contributor.author | Hanan, Laura | en_US |
dc.date.accessioned | 2015-05-29T12:59:31Z | |
dc.date.available | 2015-05-29T12:59:31Z | |
dc.date.issued | 2015-04-26 | |
dc.description.abstract | 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 |
dc.format.extent | 47 pages | en_US |
dc.identifier.uri | http://hdl.handle.net/10342/4842 | |
dc.language.iso | en_US | en_US |
dc.subject | Directed reading-thinking activity | en_US |
dc.subject | Reading attitude | en_US |
dc.subject | Reading comprehension | en_US |
dc.subject | Elementary schools | en_US |
dc.subject | Questioning | en_US |
dc.title | Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students | en_US |
dc.type | Working Papers | en_US |
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