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The Effects of Questioning and Discu...

Dahlin, Katelyn.

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The Effects of Questioning and Discussion on Reading Comprehension and Literary Analysis Writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Questioning and Discussion on Reading Comprehension and Literary Analysis Writing./
作者:	Dahlin, Katelyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	133 p.
附註:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10842579
ISBN:	9780438211582

The Effects of Questioning and Discussion on Reading Comprehension and Literary Analysis Writing.
Dahlin, Katelyn.

The Effects of Questioning and Discussion on Reading Comprehension and Literary Analysis Writing. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 133 p.

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2018.

This study was conducted in an attempt to discover the effects of questioning and discussion on informing success on reading and writing literacy tasks. The decision to pursue this study stemmed from observations over the past few years that revealed lack of engagement and interest in reading as well as and low scores on reading and writing assessments in the ELA classroom. I hypothesized that questioning and discussion could engage students and bring back the essential motivation needed to achieve. This led me to create the central research question: how does the construction of higher order questions lead to meaningful discussion, text comprehension, and preparedness for literary analysis writing tasks? The study also sought to discover how each factor in the central question acted as a scaffold for the next, and further how processes of discussion could foster accountability and pride in one's work.

ISBN: 9780438211582Subjects--Topical Terms:

2122756
Reading instruction.

The Effects of Questioning and Discussion on Reading Comprehension and Literary Analysis Writing.
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300 $a 133 p.
500 $a Source: Masters Abstracts International, Volume: 58-01.
500 $a Advisers: Deidre Flowers; Carrie Hong.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2018.
520 $a This study was conducted in an attempt to discover the effects of questioning and discussion on informing success on reading and writing literacy tasks. The decision to pursue this study stemmed from observations over the past few years that revealed lack of engagement and interest in reading as well as and low scores on reading and writing assessments in the ELA classroom. I hypothesized that questioning and discussion could engage students and bring back the essential motivation needed to achieve. This led me to create the central research question: how does the construction of higher order questions lead to meaningful discussion, text comprehension, and preparedness for literary analysis writing tasks? The study also sought to discover how each factor in the central question acted as a scaffold for the next, and further how processes of discussion could foster accountability and pride in one's work.
520 $a This study took place in a ninth grade classroom over the course of eight weeks and focused on nine students with IEPs who were studying texts in the World Literature curriculum. The research was framed by the theories of Vygotsky, Dewey, Flavell, and Brown, as well as fifteen other studies conducted with the common themes of metacognition, student centered learning, and the role of teacher professional development in guiding students towards success. The research centered around both quantitative and qualitative methods; hard data was collected from assessments and I also used interviews and observations to provide insight. The grounded research and case study designs were used for data analysis, including the methods of statistical analysis and constant comparison. This data consists specifically of four reading quizzes, three constructed responses, two interviews, and observations on three different occasions where discussion and questioning occured in regards to literature.
520 $a The findings of this study reveal that students ultimately struggle with the skill of making inferences while reading. They struggle further with the understanding of figurative devices and the contribution of these devices to literature. The findings also suggest that students who lack awareness of the plot and basic level skills cannot answer higher order questions, such as those requiring evaluation. It was discovered that good reading leads to good writing, participation in discussion and questioning may lead to higher order considerations, and difficulty with basic reading skills will lead to difficulty with writing. The study also showed how questions may prepare students for literacy tasks because they spark critical thinking.
520 $a The study yielded two conclusions; the first was that students who participate in text based discussions and ask good questions perform higher than their peers on reading and writing tasks. The second was that students who demonstrate comprehension of a text are more prepared for literary analysis writing than their peers. Both conclusions were supported by the theoretical framework, and the first conclusion was heavily supported by the other research studies. Finally, this study informed my recommendations for further research, recommendations for teachers, and recommendations for parents which are included at the end of the document.
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