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Struggling readers' acquisition of s...
~
Hall, Charlene Collette.
Struggling readers' acquisition of sight vocabulary through the use of predictable materials.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Struggling readers' acquisition of sight vocabulary through the use of predictable materials./
作者:
Hall, Charlene Collette.
面頁冊數:
264 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1178.
Contained By:
Dissertation Abstracts International64-04A.
標題:
Education, Elementary. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496354078
Struggling readers' acquisition of sight vocabulary through the use of predictable materials.
Hall, Charlene Collette.
Struggling readers' acquisition of sight vocabulary through the use of predictable materials.
- 264 p.
Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1178.
Thesis (Ph.D.)--The University of Iowa, 2003.
This study looked at the effectiveness of using predictable books to help four struggling male students of upper elementary-school age increase their basic sight vocabulary. It also documented how predictable materials increased their fluency levels and affected their concepts and attitudes about reading. Each student in the study was a participant in a six-week summer residential program for students with reading problems that was located on a major college campus.
ISBN: 0496354078Subjects--Topical Terms:
1000005428
Education, Elementary.
Struggling readers' acquisition of sight vocabulary through the use of predictable materials.
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Struggling readers' acquisition of sight vocabulary through the use of predictable materials.
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Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1178.
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Supervisor: Linda Fielding.
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Thesis (Ph.D.)--The University of Iowa, 2003.
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This study looked at the effectiveness of using predictable books to help four struggling male students of upper elementary-school age increase their basic sight vocabulary. It also documented how predictable materials increased their fluency levels and affected their concepts and attitudes about reading. Each student in the study was a participant in a six-week summer residential program for students with reading problems that was located on a major college campus.
520
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Each of the eight focal books was taught over a cycle of two days. Ten target words per book were chosen for the students to learn. The students were pretested on each book's target words before it was introduced, and their fluency levels and attitudes about reading were recorded. The students read and reread each book and did activities related to learning the words. Two days later, the students were again tested on the target words in isolation. Their fluency levels were also recorded. At the end of the six-week program, each student was given a delayed posttest on all target words and their reading concepts and attitudes were recorded again.
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Results show that over the course of the program, the four students learned some of the words, but their word learning was not consistent. At the end of the study they were usually able to read most of the words in the context of the sentences, but sometimes did not know the words in isolation. Their fluency levels did increase within books. Neither their word learning nor their fluency increased across books. However, their success in being able to read the books may have helped their attitudes about reading become more positive. I discuss characteristics of the books, the boys' engagement in the books, and the instruction accompanying each book that may have influenced the boys' word learning.
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Download fulltext (下載全文)
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