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Reading strategies for middle school...

Knox, Antoinette M.

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Reading strategies for middle school students with learning disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading strategies for middle school students with learning disabilities./
Author:	Knox, Antoinette M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-07, Section: A.
Contained By:	Dissertations Abstracts International70-07A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3335184
ISBN:	9780549886013

Reading strategies for middle school students with learning disabilities.
Knox, Antoinette M.

Reading strategies for middle school students with learning disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 157 p.

Source: Dissertations Abstracts International, Volume: 70-07, Section: A.

Thesis (D.Ed.)--University of Oregon, 2008.

The study examined the use of story mapping and teacher rejoinder questions to improve the reading comprehension of 11 seventh- and eighth-grade middle school students with specific learning disabilities in reading and writing. A three-group (Story-Mapping Group, Story-Mapping/Rejoinder Group, and Comparison Group) time series design examined the effects of story mapping and teacher rejoinder questions on reading comprehension performance. Because of low participant numbers, non-parametric analysis was used to evaluate student scores on curriculum-based measurements of literal, inferential, and evaluative comprehension questions. While no significant differences were found, student reports indicated that when using story maps with rejoinder questioning, they remembered more of the narrative story information, which demonstrated a possible educational benefit from the study. Additionally, implications for future research are presented.

ISBN: 9780549886013Subjects--Topical Terms:

516693
Special education.

Reading strategies for middle school students with learning disabilities.
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245 1 0 $a Reading strategies for middle school students with learning disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 157 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Tindal, Gerald.
502 $a Thesis (D.Ed.)--University of Oregon, 2008.
520 $a The study examined the use of story mapping and teacher rejoinder questions to improve the reading comprehension of 11 seventh- and eighth-grade middle school students with specific learning disabilities in reading and writing. A three-group (Story-Mapping Group, Story-Mapping/Rejoinder Group, and Comparison Group) time series design examined the effects of story mapping and teacher rejoinder questions on reading comprehension performance. Because of low participant numbers, non-parametric analysis was used to evaluate student scores on curriculum-based measurements of literal, inferential, and evaluative comprehension questions. While no significant differences were found, student reports indicated that when using story maps with rejoinder questioning, they remembered more of the narrative story information, which demonstrated a possible educational benefit from the study. Additionally, implications for future research are presented.
590 $a School code: 0171.
650 4 $a Special education. $3 516693
650 4 $a Literacy. $3 528342
650 4 $a Reading instruction. $3 2122756
650 4 $a Middle school students. $3 3435319
650 4 $a Learning disabilities. $3 518903
690 $a 0529
690 $a 0535
690 $a 0535
710 2 $a University of Oregon. $3 958250
773 0 $t Dissertations Abstracts International $g 70-07A.
790 $a 0171
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792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3335184