Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?

Autor/inn/en	Prado, Ludivina; Plourde, Lee A.
Titel	Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?
Quelle	In: Reading Improvement, 48 (2011) 1, S.32-43 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Reading Comprehension; Reading Strategies; Scores; Gender Differences; Teaching Methods; Reading Instruction; Pretests Posttests; Inferences; Reading Tests; Questioning Techniques; Imagery; Thematic Approach; Grade 4; Brain; Washington + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Inference; Inferenz; Lesetest; Befragungstechnik; Fragetechnik; Metaphorik; Themenzentrierter Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Gehirn
Abstract	The relationship between the intentional teaching of reading strategies and the increase in reading comprehension was studied. The Northwest Evaluation Association (NWEA) reading pretest and posttest scores of 57 subjects were analyzed to see if there was a significant increase in performance after the reading strategies were taught. The study also analyzed the difference in how the boys performed in comparison to girls and the results were discussed to see if there was a correlation with gender and reading gains and losses. There was a significant increase in the NWEA post-test scores after the students had received specific reading strategy instruction. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10