904 resultados para Expository text


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Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group ( n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students' entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw's (1998) strategy evaluation matrix, to enhance students' comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students' reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

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Published in London, 1878, under title: The Englishman's critical and expository Bible cyclopedia.

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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. ^ The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. ^ A quasi-experimental design was used to determine the relationship between increasing students' oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method, using the initial Florida Assessment for Instruction in Reading test as a covariate. Students taught using Academic Text Talk multimodal strategies showed significantly greater increases in their pre to posttest means on the Woodcock Muñoz Language Survey-Revised Oral Language Totals and National Energy Education Development Project Vocabulary tests than students taught using the text-centered method, ps < .05. Boys did not show significantly greater increases than girls, nor did English language learners show significantly greater increases than the native English speakers. ^ This study informs the field of reading research by evaluating the effectiveness of a multimodal combination of strategies emphasizing discourse to build academic language.^

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This research arises from the current state of reading in Mexico, because the contextual situation to local and national level has become critical on this issue. Results on standardized tests such as ENLACE (National Assessment of Academic Achievement in Schools) and PISA (Program for International Student Assessment) have shown that Mexican basic level students have text comprehension problems. Given this reality, this is a qualitative descriptive study on the use of analogies in reading as a strategy for reading comprehension, through application of an ethnographic survey, a questionnaire and the application of a pedagogical model for the use of analogies in reading. The study incorporates the theoretical tenets of Constructivism, referring to Piaget (1969), Vygotsky (1997) and Ausubel (2002). The results show that the use of analogies promotes reading comprehension in 4th grade students, from an expository text that compares the evolution of man and the metamorphosis of a butterfly.

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Think back to your teaching experiences over the past four years. Were there a number of children or adolescents in your classes who seemed to have learning difficulties? What area of their learning seemed to be of greatest concern for these students? Did most of these struggling learners have difficulty with reading? Was expressing their thoughts in writing also a challenge? Did some of these students also have difficulty in listening to and following directions? And did some of these students seem hesitant when asked to speak to the class?

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This study examined an aspect of adolescent writing development, specifically whether teaching secondary school students to use strategies to enhance succinctness in their essays changed the grammatical sophistication of their sentences. A quasi-experimental intervention was used to compare changes in syntactic complexity and lexical density between one-draft and polished essays. No link was demonstrated between the intervention and the changes. A thematic analysis of teacher interviews explored links between changes to student texts and teaching approaches. The study has implications for making syntactic complexity an explicit goal of student drafting.

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Resumen: El resultado de la comprensión de textos depende tanto de las propiedades lingüísticas del discurso como de las características del lector. El objetivo del presente trabajo es evaluar la influencia del conocimiento previo en la comprensión de textos expositivos generales y específicos. Para ello se administraron dos textos: expositivo divulgativo y expositivo especializado a lectores novatos y expertos, comparando la realización de un resumen y las respuestas a preguntas como medidas de comprensión lectora. En ambas medidas no se encontraron diferencias significativas entre los grupos en la comprensión del texto general, pero sí hubo un mejor desempeño del grupo de expertos en el texto disciplinar. Considerando la variable de agrupación de los sujetos, estos resultados apoyarían la hipótesis según la cual el conocimiento previo sería el principal factor explicativo de la diferencia de rendimiento entre ambos grupos.

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[EUS] Irakurriaren ulermenaren eremu ezin zabalagora hurbiltzeko hainbat arlo ukituko ditugu artikulu honetan. Lehenik eta behin, gai honen gaineko garraztasunak arintzeko Wiki bat diseinatu dugu eta bertan hainbat atal ikuskatuko ditugu. Wiki hau, Lehen Hezkuntzako nahiz DBHko hainbat irakasleekin landu da, beti ere, irakurriaren ulermena eskolan zertan hobetu daitekeen ikusteko. Beraz, artikuluarekin batera wikiaren jarraipena egitea gomendatzen da. Hona hemen helbidea: www.letutaletu.wikispaces.com . Artikulu honek lau atal aski diferente izango ditu. Atal hauen helbururik behiena, Lehen Hezkuntzako hirugarren zikloko nahiz DBHko lehenengo zikloko irakasleei zein ikasleei irakurriaren ulermenaren gaineko hainbat lanabes praktiko ematea litzateke. Horretarako, lehen atalean, eskolak irakurriaren ulermenaren gainean diagnosia egin dezan hainbat gogoeta ekarpen gisara planteatuko dira. Bigarrenik, irakasleek klaseetan irakurketa estrategiak lan ditzaten lan eskema bat proposatuko da. Hirugarrenik, azalpen testuek dituzten zailtasunen inguruan hausnartuko da eta zailtasun horiek gainditze aldera irakasleari hainbat erreminta emango zaizkio. Eta azkenik, bibliografiak edota irakurketak errazteko hainbat ekarpen egingo dira.

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Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico

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Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico

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Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didáticas Integradas em Língua Portuguesa, Matemática, Ciências Naturais e Sociais

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This study assessed the effectiveness of a reciprocal teaching program as a method of teaching reading comprehension, using narrative text material in a t.ypical grade seven classroom. In order to determine the effectiveness of the reciprocal teaching program, this method was compared to two other reading instruction approaches that, unlike rcciprocal teaching, did not include social interaction components. Two intact grade scven classes, and a grade seven teacher, participated in this study. Students were appropriately assigned to three treatment groups by reading achievement level as determined from a norm-referenced test. Training proceeded for a five week intervention period during regularly scheduled English periods. Throughout the program curriculum-based tests were administered. These tests were designed to assess comprehension in two distinct ways; namely, character analysis components as they relate to narrative text, and strategy use components as they contribute to student understanding of narrative and expository text. Pre, post, and maintenance tests were administered to measure overall training effects. Moreover, during intervention, training probes were administered in the last period of each week to evaluate treatment group performance. AU curriculum-based tests were coded and comparisons of pre, post, maintenance tests and training probes were presented in graph form. Results showed that the reciprocal group achieved some improvement in reading comprehension scores in the strategy use component of the tests. No improvements were observed for the character analysis components of the curriculum-based tests and the norm-referenced tests. At pre and post intervention, interviews requiring students to respond to questions that addressed metacomprehension awareness of study strategies were administered. The intelviews were coded and comparisons were made between the two intelVicws. No significant improvements were observed regarding student awareness of ten identified study strategies . This study indicated that reciprocal teaching is a viable approach that can be utilized to help students acquire more effective comprehension strategies. However, the maximum utility of the technique when administered to a population of grade seven students performing at average to above average levels of reading achievement has yet to be determined. In order to explore this issue, the refinement of training materials and curriculum-based measurements need to be explored. As well, this study revealed that reciprocal teaching placed heavier demands on the classroom teacher when compared to other reading instruction methods. This may suggest that innovative and intensive teacher training techniques are required before it is feasible to use this method in the classroom.

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Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

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Chapter 1. The Action Research in this report was to focus on improving the reading comprehension of students with expository text in relation to identifying the main idea and supporting details. Students were given an expository text to read and identify main idea and 2 -3 supporting details as a pre assessment. Students were provided instruction and support in DRTA (Directed Reading Thinking Activity) and SQ3R (Survey, Question, Read, Recite, Review) methodology to identify the Main Idea and supporting details of a selected expository text for both pre & posttest. Results were compiled and analyzed on the effectiveness of the strategies by overall student growth in accurately identifying the Main Idea and being able to state at least 2 supporting details. Analysis of the data will show that the methods were effective in middle school students’ ability to read and extrapolate the necessary information from expository text. Chapter 2 is a reflective essay on the MiTEP Michigan Teacher Excellence Program and its impact on my teaching practices, lesson delivery and leadership development.