國立虎尾科技大學 |

Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting./
作者:	Geddes, Abigail.
面頁冊數:	1 online resource (59 pages)
附註:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379505738

Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting.
Geddes, Abigail.

Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting. - 1 online resource (59 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.A.)--Caldwell University, 2023.

Includes bibliographical references

The science of reading is the knowledge of structure in language and its role in comprehending a text, tying into the stages of reading development and the journey of reading to learn (Chall, 1983). Mastering these skills allows students to begin reading to learn, which is recommended at eight years old (Chall, 1983). A strategy that can be implemented to help students gain confidence in comprehending what they are reading is a visual aid like a graphic organizer. The researcher of this present study sought to explore how graphic organizers in an elementary resource room setting could improve a student's reading comprehension of a nonfiction text within six weeks. The researcher sought to explore how her learning-disabled students would improve their engagement, confidence, and reading comprehension abilities when taught to utilize graphic organizers to understand nonfiction text explicitly. Qualitative and quantitative data, such as a Likert scale survey, pre and post-intervention assessments, weekly instructional observations, and an open-ended interview, were used to collect data throughout the study. The researcher determined that all students improved their comprehension skills with nonfiction texts using graphic organizers. The increased ability to answer comprehension questions correctly after completing a graphic organizer, in turn, boosted students' confidence while reading and understanding informational texts in cross-curricular subjects like science and social studies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379505738Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Graphic organizersIndex Terms--Genre/Form:

554714
Electronic books.

Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting.
LDR:02877ntm a22003857 4500 001 1145685
005 20240711091750.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379505738
035 $a (MiAaPQ)AAI30490831
035 $a AAI30490831
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Geddes, Abigail. $3 1470880
245 1 0 $a Utilizing Graphic Organizers to Improve Reading Comprehension of Informational Texts in a Resource Room Setting.
264 0 $c 2023
300 $a 1 online resource (59 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Meletta, Juliann.
502 $a Thesis (M.A.)--Caldwell University, 2023.
504 $a Includes bibliographical references
520 $a The science of reading is the knowledge of structure in language and its role in comprehending a text, tying into the stages of reading development and the journey of reading to learn (Chall, 1983). Mastering these skills allows students to begin reading to learn, which is recommended at eight years old (Chall, 1983). A strategy that can be implemented to help students gain confidence in comprehending what they are reading is a visual aid like a graphic organizer. The researcher of this present study sought to explore how graphic organizers in an elementary resource room setting could improve a student's reading comprehension of a nonfiction text within six weeks. The researcher sought to explore how her learning-disabled students would improve their engagement, confidence, and reading comprehension abilities when taught to utilize graphic organizers to understand nonfiction text explicitly. Qualitative and quantitative data, such as a Likert scale survey, pre and post-intervention assessments, weekly instructional observations, and an open-ended interview, were used to collect data throughout the study. The researcher determined that all students improved their comprehension skills with nonfiction texts using graphic organizers. The increased ability to answer comprehension questions correctly after completing a graphic organizer, in turn, boosted students' confidence while reading and understanding informational texts in cross-curricular subjects like science and social studies.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
653 $a Graphic organizers
653 $a Room setting
653 $a Boosted students
653 $a Reading development
653 $a Instructional observations
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Caldwell University. $b Division of Education. $3 1190311
773 0 $t Masters Abstracts International $g 84-11.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30490831 $z click for full text (PQDT)