A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary

Autor/in	Spencer, Tina Rae
Titel	A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary
Quelle	(2018), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-6971-9
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Students; Reading Instruction; Reading Comprehension; Vocabulary; Reading Achievement; Pretests Posttests; Reading Strategies; Student Attitudes; Measures (Individuals); Metacognition; Standardized Tests; Active Learning; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarschüler; Leseunterricht; Leseverstehen; Wortschatz; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Schülerverhalten; Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Standadised tests; Standardisierter Test; Aktives Lernen
Abstract	The purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn. [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