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Improving Student Comprehension in Content Areas through the Use of Reading Strategies.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Langford, P. A. Rizzo, Sandra Roth, Jean M. |
| Copyright Year | 2003 |
| Abstract | This study was an action research project designed to improve students' reading comprehension. Students in the targeted kindergarten, second, and third grade classes exhibited a lack of reading comprehension, which interfered with their academic achievement. Data was collected by student and parent surveys, observations, and document analysis. Among factors influencing students' reading comprehension were an inability to access prior knowledge, limited vocabulary, lack of phonemic awareness, and family characteristics. According to the literature, advance organizers enabled students to remember important information, and shared knowledge and social interaction aided in students' ability to construct knowledge. For this reason, the implementation of reading strategies that focuses on advance organizers and self-assessment were selected as intervention strategies. Various graphic organizers, an observation checklist, and a document analysis were incorporated into the daily curriculum in the targeted classrooms. Postintervention data indicated an improvement in accessing prior knowledge, organizing ideas, and strengthening connections to understanding. Appendixes contain a parent survey; a student survey; an observation checklist; and a document analysis. (Contains 29 references, 3 tables, and 5 figures.) (Author/PM) Reproductions supplied by EDRS are the best that can be made from the original document. 1 IMPROVING STUDENT COMPREHENSION IN CONTENT AREAS THROUGH THE USE OF READING STRATEGIES PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY P.A.10,04_ SALQI.zzie S M. k0 6 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office at Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OER1 position or policy. Patricia A. Langford Sandra K. Rizzo Jean M. Roth An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & SkyLight Professional Development Chicago, Illinois May 2003 BEST COPY AVAILABLE 9 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED478769.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
