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Classwide peer tutoring: Three expe...
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Neddenriep, Christine Elizabeth.
Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension./
作者:
Neddenriep, Christine Elizabeth.
面頁冊數:
108 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3192.
Contained By:
Dissertation Abstracts International64-09A.
標題:
Education, Educational Psychology. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496519689
Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension.
Neddenriep, Christine Elizabeth.
Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension.
- 108 p.
Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3192.
Thesis (Ph.D.)--The University of Tennessee, 2003.
Classwide Peer Tutoring (CWPT) has been shown to improve the oral reading comprehension of students with learning disabilities and academic deficits. However, students typically do not read aloud for comprehension. Therefore, this three-experiment study was conducted to investigate the effects of CWPT on students' rate and level of both oral and silent reading comprehension rates.
ISBN: 0496519689Subjects--Topical Terms:
1000005464
Education, Educational Psychology.
Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension.
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108 p.
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Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3192.
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Chair: Christopher H. Skinner.
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Thesis (Ph.D.)--The University of Tennessee, 2003.
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Classwide Peer Tutoring (CWPT) has been shown to improve the oral reading comprehension of students with learning disabilities and academic deficits. However, students typically do not read aloud for comprehension. Therefore, this three-experiment study was conducted to investigate the effects of CWPT on students' rate and level of both oral and silent reading comprehension rates.
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The study consisted of three, single-subject design experiments. Experiment 1 used an alternating treatment design to compare two, 6th-grade, general-education students' rates and level of oral reading comprehension when tutored (experimental passages) to their rates and level of oral reading comprehension when not tutored (control passages). Significant differences were found on all dependent measures (i.e., comprehension rate, comprehension level, oral reading fluency) across participants favoring tutored passages.
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Two additional students with reading skill deficits participated in Experiment 2. Although Experiment 2 used the same design, students were only exposed to a portion of the passage during tutoring; thus, near generalization to the remainder of the tutored passage was assessed. Significant differences were not found in the direction of CWPT partially-tutored passages across any of the measures.
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Correlations between oral reading fluency and both level of reading comprehension and rate of reading comprehension showed that oral reading fluency correlated more strongly with comprehension rates (r = .87) than with comprehension levels (r = .57). Although the correlation data suggest that reading comprehension rates may be a more reliable and sensitive measure than merely assessing comprehension accuracy, the two experiments suggest that it may be difficult to obtain measures of comprehension (levels or rates) unless students read entire intact passages.
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Experiment 3 used a multiple baseline design to determine the generalized effects of increased oral reading fluency to students' level and rate of silent reading comprehension. Seven, 6th-grade students having reading deficits participated in the experiment. Improvement in the ability to accurately comprehend a passage read silently was demonstrated for one participant while silent reading comprehension rate also reflected improvement in both speed and accuracy of comprehension for the same student. Limitations of this research and implications for future research are discussed.
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Download fulltext (下載全文)
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