Repository logo
 

Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students

dc.contributor.authorHanan, Lauraen_US
dc.date.accessioned2015-05-29T12:59:31Z
dc.date.available2015-05-29T12:59:31Z
dc.date.issued2015-04-26
dc.description.abstractThe 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.extent47 pagesen_US
dc.identifier.urihttp://hdl.handle.net/10342/4842
dc.language.isoen_USen_US
dc.subjectDirected reading-thinking activityen_US
dc.subjectReading attitudeen_US
dc.subjectReading comprehensionen_US
dc.subjectElementary schoolsen_US
dc.subjectQuestioningen_US
dc.titleUsing Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Studentsen_US
dc.typeWorking Papersen_US

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
6407_Hanan_ L_Final_Action_Research_ Project.doc
Size:
3.32 MB
Format:
Microsoft Word
Description: