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How does reciprocal teaching scaffol...

ProQuest Information and Learning Co.

How does reciprocal teaching scaffold reading comprehension of non-fiction text?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How does reciprocal teaching scaffold reading comprehension of non-fiction text?/
Author:	Delaney-Beane, Mary.
Description:	1 online resource (65 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-02.
Subject:	Reading instruction. -
Online resource:	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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020 $a 9781369562071
035 $a (MiAaPQ)AAI10253571
035 $a (MiAaPQ)rowan:10286
035 $a AAI10253571
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Delaney-Beane, Mary. $3 1187396
245 1 0 $a How does reciprocal teaching scaffold reading comprehension of non-fiction text?
264 0 $c 2016
300 $a 1 online resource (65 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: 56-02.
500 $a Adviser: Susan Browne.
502 $a Thesis (M.A.)--Rowan University, 2016.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Rowan University. $b Reading Education. $3 1184825
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253571 $z click for full text (PQDT)

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