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How does reciprocal teaching scaffol...
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ProQuest Information and Learning Co.
How does reciprocal teaching scaffold reading comprehension of non-fiction text?
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
How does reciprocal teaching scaffold reading comprehension of non-fiction text?/
作者:
Delaney-Beane, Mary.
面頁冊數:
1 online resource (65 pages)
附註:
Source: Masters Abstracts International, Volume: 56-02.
標題:
Reading instruction. -
電子資源:
click for full text (PQDT)
ISBN:
9781369562071
How does reciprocal teaching scaffold reading comprehension of non-fiction text?
Delaney-Beane, Mary.
How does reciprocal teaching scaffold reading comprehension of non-fiction text?
- 1 online resource (65 pages)
Source: Masters Abstracts International, Volume: 56-02.
Thesis (M.A.)--Rowan University, 2016.
Includes bibliographical references
This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of groups provided unplanned discussions through questions among the students as well as when making text connections.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9781369562071Subjects--Topical Terms:
1148440
Reading instruction.
Index Terms--Genre/Form:
554714
Electronic books.
How does reciprocal teaching scaffold reading comprehension of non-fiction text?
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Source: Masters Abstracts International, Volume: 56-02.
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This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of groups provided unplanned discussions through questions among the students as well as when making text connections.
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