Creating and Activating Prior Knowledge That Builds Comprehension in Elementary School Students

Autor/in	Shumaker, Susanna
Titel	Creating and Activating Prior Knowledge That Builds Comprehension in Elementary School Students
Quelle	(2018), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-6936-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; At Risk Students; Reading Comprehension; Reading Skills; Grade 3; Urban Schools; Reading Instruction; Reading Achievement; Achievement Gains; Oral Reading; Teaching Methods; Visual Aids; Reading Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseverstehen; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseunterricht; Leseleistung; Achievement gain; Leistungssteigerung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The problem addressed in this study was that at risk readers lack the prior background knowledge in order to allow reading comprehension to take place. The purpose of this quantitative quasi-experimental case study was to analyze if the use of developing and building background knowledge and experience assisted at-risk readers in reading comprehension in order to become proficient readers. The sample was 25 third grade students located in the inner city in a southern state. The data that was collected was three pretest and three posttest from the three unit studies completed by the students to determine if achievement levels at the beginning of the study and at the end of the study showed significant changes in reading comprehension scores based upon creating and activating background knowledge in the reading classroom. The findings from research question one revealed that the participants increased their reading scores using the background building reading strategies presented to them in their reading class. The finding from research question two revealed that the participants increased their reading scores with direction instruction using visual aids reading strategies presented to them in their reading classes. The findings from research question three revealed that the participants did not make significant gains in their reading skills using basic oral reading strategies alone in their reading class. It is recommended that additional research build upon this study to include the examination of specific deficiencies of the at-risk reader. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01