The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students PDF Download
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Languages : en
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Book Description
This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.
Author: Kristin Fisher Hoffmann
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Book Description
Keywords: metacognitive monitoring, graphic organizer, expository text, reading comprehension.
Author: Marilyn A. Nippold
Publisher: Psychology Press
ISBN: 1136951059
Category : Education
Languages : en
Pages : 338
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Book Description
School success in the 21st century requires proficiency with expository discourse -- the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders.
Author: Jody V. Folkedahl Eppolito
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages : 87
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Book Description
This study documents the effects of explicitly taught metacognitive reading strategies using graphic organizers and the effect on two intermediate elementary students. Students met with the researcher for individualized instruction focusing on comprehension and use of metacognition and self-monitoring while reading. The study gathered data from multiple sources including pre and post-testing from the Qualitative Reading Inventory 5 (Leslie & Caldwell, 2011), and researcher-created data records. Both of the subjects made significant gains in retell, vocabulary and comprehension, leading to an increased reading level. The use of graphic organizers to support metacognitive reading practice is a promising practice and has many applicable uses for the classroom. The results of this study indicate that explicit instruction on processes like self-monitoring for comprehension can increase comprehension of an instructional level non-fiction text.
Author: Jamie Utecht
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 123
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Book Description
The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.
Author: Stephen Paul Ciullo
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Book Description
This single-case study compared the effects of a typical practice baseline phase to those of a treatment phase. Seven students with learning disabilities (LD) in Grades 4 and 5 participated in the two-school-site study. Each student had basic word-reading proficiency and a distinct deficit in comprehension. Baseline lessons consisted of text reading with corrective feedback, a text-based summary with corrective feedback, and a daily quiz. In treatment, students read text with corrective feedback, used a graphic organizer to study and teach the content to the instructor, and completed a daily quiz. The baseline and treatment lessons were influenced by direct, systematic, and explicit instruction. Analysis indicates that an experimental effect was present for all students when the daily quiz results for baseline and treatment phases are compared. Percentage of non-overlapping data (PND) results were 100% for five students, which is characterized as a highly effective treatment according to single-case standards. Two students had minimal overlap between baseline and treatment, but their scores indicate that the treatment was effective at improving informational text learning. On a cumulative pre/post social studies test, students at School A improved from 26% to 56%, and at School B, students scored 28% on pretest and 81% on posttest. Results indicate that treatment components that were previously effective for students with LD in secondary school are promising for enhancing informational text learning for students in upper elementary school. A social validity questionnaire indicated that students perceived graphic organizers as an efficacious practice for improving learning potential.
Author: Elaine M. McLaughlin
Publisher:
ISBN:
Category : Fifth grade (Education)
Languages : en
Pages : 438
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Book Description
Author: Kathleen M. Phillips
Publisher:
ISBN:
Category : Graphic organizers
Languages : en
Pages : 248
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Book Description
Author: Elisa Nelson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 294
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Book Description
Author: Katherine Scraper
Publisher: Good Year Books
ISBN: 1596470925
Category : Education
Languages : en
Pages : 212
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Book Description
Organized into fiction, nonfiction, and word-study units, 32 graphic organizers build reading strategies such as predicting, identifying main ideas, making inferences, analyzing cause and effect, and drawing conclusions. Each organizer is supported by a six-page lesson comprising teacher instructions, a reproducible passage to read, a photocopy master of the organizer, a filled-out copy of the organizer along with model student responses, a writing assignment (for which the graphic organizer becomes a writing planner), and assessment and extension activity ideas. Grades 4-6. Illustrated. Good Year Books. 202 pages.
