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The effects of two English reading c...

Sorrell, David.

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The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of two English reading comprehension intervention programmes in a Hong Kong international school context./
作者:	Sorrell, David.
面頁冊數:	445 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644194
ISBN:	9781321322576

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
Sorrell, David.

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context. - 445 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--The Hong Kong Institute of Education (Hong Kong), 2014.

Strong connections exist between readers' vocabulary knowledge and reading comprehension (Blachowicz & Fisher, 2004). Informational texts (Duke, 2009) have been shown to support students with fictional text comprehension (Soalt, 2005) leading to higher reading achievement (Kletzien & Dreher, 2004).

ISBN: 9781321322576Subjects--Topical Terms:

3168483
Educational tests & measurements.

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
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245 1 4 $a The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
300 $a 445 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Advisers: Randal Holme; Zhengdong Gan.
502 $a Thesis (Ed.D.)--The Hong Kong Institute of Education (Hong Kong), 2014.
520 $a Strong connections exist between readers' vocabulary knowledge and reading comprehension (Blachowicz & Fisher, 2004). Informational texts (Duke, 2009) have been shown to support students with fictional text comprehension (Soalt, 2005) leading to higher reading achievement (Kletzien & Dreher, 2004).
520 $a This thesis investigated the reading comprehension test score gains of international students after receiving two teaching interventions, one dedicated to vocabulary building and one to the reading of nonfiction texts. Reading comprehension gains were measured by the Assessment Tools for Teaching and Learning (asTTle) program and researcher-designed cloze fiction and nonfiction tests.
520 $a The research design was quasi-experimental, subject to school-based limitations. The primary purpose was to determine whether either or both of the two interventions had any effect on reading comprehension. The intervention sessions were different in content. The fiction sessions used narrative content materials and focused on vocabulary items such as synonyms. The nonfiction sessions used non-narrative content materials and focused on the structure and layout of such texts.
520 $a Each student completed a questionnaire to gain insight into key areas including problems experienced learning new English words, their coping strategies and the importance of being able to communicate in English.
520 $a The key findings of this research were: • vocabulary uptake from explicit teaching happens, however, a longitudinal study is needed to determine if there is a clear impact on reading comprehension; • exposure to nonfiction texts are beneficial to younger and older students; and • intervention order for the younger students produced stronger effect sizes for earlier intervention; • the value students attached towards English language proficiency and their future careers; and • students positively evaluated the interventions suggesting reading comprehension instruction is a good idea.
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