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      • HARVEST
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      Understanding reading comprehension : multiple and focused strategy interventions for struggling adolescent readers

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      ReadingComprehension.pdf (1008.Kb)
      Date
      2010-04
      Author
      Yee, Nikki L.
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      The purpose of this study was to investigate methods for improving reading comprehension among struggling adolescent readers. More specifically, this study was concerned with: the effectiveness of pull-out intervention for reading outcomes in this population; the most effective type of intervention; and the contributions of instructional method to reading comprehension after decoding has been removed. These questions were answered with the help of 29 students from a rural school division in Saskatchewan who volunteered to participate in testing and various forms of reading intervention for a period of four to five weeks. Students were placed into one of three groups: the MSI group practiced decoding and learned six comprehension strategies; the FSI group practiced decoding and learned just two comprehension strategies; and the control group who participated in their typical education program. In sum, the analysis produced the following results: 1.Pull-out intervention (pre-test M = 6.00; post-test M = 7.33) did not offer a statistically significant advantage over the typical classroom setting (pre-test M = 7.00; post-test M = 7.05) when attempting to remediate reading comprehension; 2.Participants in the MSI group demonstrated significant improvement on measures of decoding (p = .001; ©¯p2 = .75); 3.Although statistical testing did not reveal significant results, effect sizes were large for: participants in the MSI group on measures of fluency (©¯p2 = .39); participants in the FSI group on measures of fluency (©¯p2 = .53) and the Oral Reading Quotient (©¯p2 = .37); participants in the control group on measures of decoding (©¯p2 = .21), comprehension (©¯p2 = .38), fluency (©¯p2 = .32), and the Oral Reading Quotient (©¯p2 = .50); and 4.Decoding accounted for a statistically significant 15.4% of the unique variance in post-test comprehension scores (p = .03), but differences in grouping contributed a negligible amount (p = .1; R2 change = .004).
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      Educational Psychology and Special Education
      Supervisor
      McIntyre, Laureen
      Committee
      Renihan, Pat; Hellsten, Laurie
      Copyright Date
      April 2010
      URI
      http://hdl.handle.net/10388/etd-04052010-112818
      Subject
      reading instruction
      decoding
      balanced literacy
      reading disabilities
      special education
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