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The Effects Of A Unit On Test Taking Skills On Reading Comprehension Scores Of Eighth Grade Students At Cartersville Middle School
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Book Synopsis The Effects of a Unit on Test-taking Skills on Reading Comprehension Scores of Eighth Grade Students at Cartersville Middle School by : D. Virginia Garrison
Download or read book The Effects of a Unit on Test-taking Skills on Reading Comprehension Scores of Eighth Grade Students at Cartersville Middle School written by D. Virginia Garrison and published by . This book was released on 1983 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Reading Instruction on Achievement in Eighth Grade Social Studies by : Kathleen Brady Rudolf
Download or read book The Effect of Reading Instruction on Achievement in Eighth Grade Social Studies written by Kathleen Brady Rudolf and published by . This book was released on 1949 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students by : Melissa Doan Malani
Download or read book Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students written by Melissa Doan Malani and published by . This book was released on 2012 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading (SYR); Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
Book Synopsis "I Don't Know what the Important Parts are in the Chapter" by : Matthew Barry
Download or read book "I Don't Know what the Important Parts are in the Chapter" written by Matthew Barry and published by . This book was released on 2009 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Question: To what degree does focused instruction to improve reading comprehension and note taking strategies improve students' ability to understand an advanced placement textbook as measured by multiple choice test scores. Subquestions: (1) Will Think-Alouds, where the teacher pauses and differentiates pertinent from extraneous information and verbalizes effective reading strategies help students develop effective note taking skills? (2) Will students performing Think-Alouds lead to more effective note taking and improved test scores on unit tests? (3) Will reading comprehension strategies and note taking strategies make students feel more confident with learning information from the textbook? (4) How will students who attend the extra hour and a half weekly sessions compare in attitudinal surveys and formal assessments to AP students who choose not to attend? Research Activities: Context: This intervention was conducted with forty-six 11th grade AP (Advanced Placement) US History students. The intervention was held in my regular classroom but was completed after school in weekly sessions that lasted an hour and a half a piece. All forty-six students who participated attended these meetings for three consecutive weeks. The students were derived from three different sections of my Advanced Placement classes on a volunteer basis. Methods and Data: I quickly realized that while this group of students had decided to challenge themselves by taking an AP course not all of them were ready for the difficult nature of the textbook and high level of reading comprehension that was needed to succeed in the class and on the AP test. I decided to utilize the class's multiple choice tests as an indicator for success in the course and went about creating exercises that would help promote better study strategies and reading comprehension skills. During the hour and a half sessions, students conducted exercises where they analyzed their reading and study strategies and worked in groups to share and learn techniques from their peers. The first activity that students participated in was a study strategy sharing an activity conducted in groups of four where students created a study plan for the upcoming week and shared techniques they utilize with other students. The second and most crucial activity was a process called a think-aloud where students read sections from the textbook in groups of four. They paused every line or so and verbalized their thought process focusing on why information was important or not and connecting the information to other pertinent information. In the regular class session, students took multiple choice tests that were compared to students' past performance as well as the performance of the AP students who chose not to participate in the activity to see if the intervention had a positive effect on test scores. Results: Overall, the intervention proved to be successful on some level given both my main research question and my sub-questions. Overall test scores on the post intervention assessment went down compared to the students' first seven tests, but the scores decreased less than the scores of the students who did not participate in the intervention. The most pronounced success was indicated in the attitudinal survey which showed a widespread increase in confidence levels in tasks associated with reading comprehension, note taking and study skills. Grade Level: 11th grade. Data Collection Methods: Multiple choice tests, observation notes, attitudinal surveys, student work. Curriculum Areas: Advanced Placement United States History. Instructional Approaches: reading comprehension building activities, Peer sharing exercises, goal setting, study strategies.
Book Synopsis Exploring the Use of Effective Learning Strategies to Increase Students' Reading Comprehension and Test Taking Skills by : Nancy Radojevic
Download or read book Exploring the Use of Effective Learning Strategies to Increase Students' Reading Comprehension and Test Taking Skills written by Nancy Radojevic and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.
Book Synopsis The Effects of a Skills-based Reading Program on Eighth-grade Reading Scores on the Georgia Criterion-referenced Test by : Katherine McLeod Souza
Download or read book The Effects of a Skills-based Reading Program on Eighth-grade Reading Scores on the Georgia Criterion-referenced Test written by Katherine McLeod Souza and published by . This book was released on 1980 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Comprehension, Grade 8 by : SCHYRLET. CAMERON
Download or read book Reading Comprehension, Grade 8 written by SCHYRLET. CAMERON and published by . This book was released on 2022-02-14 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Workbook Features: * Ages 13+, Grade 8 * 64 pages, about 8 1⁄2 inches x 11 inches * Offers engaging activities to develop reading comprehension skills * Includes nonfiction passages, practice assessments, and more * Answer key and instructional resources included Essential Reading Skills: The Mark Twain Reading Comprehension Workbook helps eighth graders students reinforce their reading comprehension skills by reading passages from a variety of topics and subjects. What's Included: This workbook contains versatile reading passages, before- and after-reading activities, differentiated guides, and vocabulary exercises to develop reading comprehension skills. How It Works: Students read different passages covering poetry, nonfiction, speeches, articles, and more, and answer before- and after-reading questions. Assessments focus on text recall, vocabulary, and more to enhance language arts skills. Working Together: Parents love using the workbook for added practice from home, and teachers love to incorporate it into hands-on reading lessons during class. An answer key is included to help track student progress. Why Mark Twain Media: Designed by leading educators, Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and resources in a wide range of subjects for middle- and upper-grade classroom success.
Book Synopsis Study of the Effects of Instruction Using the Guided Reading Procedure ... by : Patricia A. Rush
Download or read book Study of the Effects of Instruction Using the Guided Reading Procedure ... written by Patricia A. Rush and published by . This book was released on 1978 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Teacher Correction of Oral Reading Miscues on Reading Comprehension Scores of Eighth Grade Students by : Linda Gayle Heltsley
Download or read book The Effects of Teacher Correction of Oral Reading Miscues on Reading Comprehension Scores of Eighth Grade Students written by Linda Gayle Heltsley and published by . This book was released on 1983 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Advance Organizers, Interspersed Questions, and Expanded Organizers on the Reading Comprehension of Eighth Grade Social Studies Pupils of Three Levels of Reading Ability by : Maureen Vivien Dolan
Download or read book The Effect of Advance Organizers, Interspersed Questions, and Expanded Organizers on the Reading Comprehension of Eighth Grade Social Studies Pupils of Three Levels of Reading Ability written by Maureen Vivien Dolan and published by . This book was released on 1978 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Impact of Second Cycle, a Remedial Reading Comprehension Program, on the Reading Achievement Scores of Sixth, Seventh, and Eighth Grade Title 1 Reading Students of the Athens Middle School by : Billie H. Bass
Download or read book An Analysis of the Impact of Second Cycle, a Remedial Reading Comprehension Program, on the Reading Achievement Scores of Sixth, Seventh, and Eighth Grade Title 1 Reading Students of the Athens Middle School written by Billie H. Bass and published by . This book was released on 1980 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Applying Critical Thinking Skills on Eighth Grade Students' Achievement in English Reading Comprehension by : Hasan S. Al - Derbashi
Download or read book The Effect of Applying Critical Thinking Skills on Eighth Grade Students' Achievement in English Reading Comprehension written by Hasan S. Al - Derbashi and published by . This book was released on 2006 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Reading Strategies and Cooperative Learning on Eighth Grade Students' Recall of Expository Text by : Kathleen Anne Jeselnik Hall
Download or read book The Effects of Reading Strategies and Cooperative Learning on Eighth Grade Students' Recall of Expository Text written by Kathleen Anne Jeselnik Hall and published by . This book was released on 1994 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Question-answer-response Strategy on Eighth Grade Students Reading Comprehension of Science Pasasages by : Sharon D. Purnell
Download or read book The Effects of the Question-answer-response Strategy on Eighth Grade Students Reading Comprehension of Science Pasasages written by Sharon D. Purnell and published by . This book was released on 1992 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Four Methods of Test Score Presentation to Eighth Grade Students by : Carolyn Downey Wilkerson
Download or read book The Effects of Four Methods of Test Score Presentation to Eighth Grade Students written by Carolyn Downey Wilkerson and published by . This book was released on 1967 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Reading Comprehension of 8th Grade Struggling Readers by : Christy Liao
Download or read book Predicting Reading Comprehension of 8th Grade Struggling Readers written by Christy Liao and published by . This book was released on 2015 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several theories contribute to explaining factors that influence text comprehension in struggling readers. Some authors assume a simple view in which fluent word recognition and adequate language comprehension leads to comprehension of text (Gough, Hoover, & Peterson, 1996). A broad base of research evidence supports the substantial impact of reading fluency in students' reading comprehension in elementary grades (Fuchs, Fuchs, Hosp, & Jenkins, 2001). However, as students move from elementary school to middle school, fluency tends to account for less variation in comprehension (Denton et al., 2011) and other factors must be considered. A missing part of the puzzle concerns psychological factors that relate to reading comprehension. What role does motivation play in adolescents' reading comprehension? Theories on the positive impact of self-efficacy and intrinsic motivation on academic achievement have been examined by several psychologists (Bandura, 1977; Deci & Ryan, 1985). Researchers have used these theories to build motivation assessments, which explore how motivation is related to reading outcomes. However, most of these studies have focused on elementary school students, and limited studies have been conducted with English Language Learners (ELLs), a population that has been shown to lag behind their peers in reading comprehension (Lesaux, 2006). Using a sample of 102 eighth grade struggling readers, this study addressed the relationship between silent reading fluency, oral reading fluency, language status, self efficacy, and intrinsic motivation in predicting reading comprehension. Hierarchical linear models were used to control for the effect of teacher on reading comprehension. The following major conclusions can be summarized about struggling readers in middle school from this study: (1) Silent reading fluency significantly predicts reading comprehension; (2) Oral reading fluency does not contribute significantly to reading comprehension (3) Language status is a significant predictor of reading comprehension; (4) Self-efficacy and reading curiosity are not substantial predictors of reading comprehension scores; and (5) Language status moderates the relationship between reading involvement and reading comprehension scores. These conclusions will be discussed in light of the results of the study and practical implications for educators will be addressed.
Book Synopsis Eighth Grade Reading Comprehension Success by : Judith Rabinovitz, Ph.D.
Download or read book Eighth Grade Reading Comprehension Success written by Judith Rabinovitz, Ph.D. and published by Learning Express (NY). This book was released on 2001-08-23 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Quick, critical reading is an essential skill needed in the classroom and is critical to succeed on all standardized tests. Be it literature, essays, or articles, this new addition to the Express Review Guides series covers all of these aspects of reading comprehension. It's also filled with tips on how to develop reading strategies, how to read better, understand more, and do it all faster. Includes pre and posttests to show progress and comprehension.
