READING COMPREHENSION AND READING STRATEGIES
READING COMPREHENSION AND READING STRATEGIESRebecca J. BaierA Research PaperSubmitted in Partial Fulfillment of theRequirements for theMaster-. o f u Degreeo n,r;ltApproved: 2 Semester CreditsThe Graduate SchoolUniversity of Wisconsin-StoutDecember, 2005
The Graduate SchoolUniversity of Wisconsin-StoutMenomonie, WIAuthor:Rebecca J. BaierTitle:Reading Comprehension and Reading StrategiesGraduate Degreemajor:Research Advisor:MS EducationDr. Amy Carole SchlieveMonthNear: December, 2005Number of Pages: 53Style Manual Used: American Psychological Association, stheditionABSTRACTIt was hypothesized that students who use reading comprehension strategies whilereading retain more information and comprehend the text better. It was also hypothesizedthat students who have good reading comprehension skills perform better on readingcomprehension tests. Fourteen sixth grade students in a small town private school wereidentified for this study. The students were given the Qualitative Reading Inventory - 4reading comprehension pretests after determining their individual reading levels. Thestudents then began a six-week long study of the Self-Questioning Reading Strategy. Atthe conclusion of the study the students were again given the Qualitative ReadingInventory - 4 reading comprehension posttests. A comparison of the percent correct onthe reading comprehension pretests and posttests was taken. Twelve of the fourteen sixthgrade students demonstrated improvement in the reading comprehension scores. Two ofthe fourteen students resulted in no change in the reading comprehension scores. There
were no students that exhibited a decline in scores. It was concluded that the sixth gradeliterature students performed better on the posttests where they used the Self-QuestioningReading Strategy. Further study recommendations included completing this study ondifferent age groups or using different reading comprehension strategies.
The Graduate SchoolUniversity of Wisconsin-StoutMenomonie, WIAcknowledgementsI would like to thank Dr. Amy Carole Schlieve for her assistance and patience in theprocess of writing this paper. I would also like to thank my family; Mom, Dad, Joe, LittleJoe, Luke, Hannah, Roger and Orpha for their unending help and support.
TABLE OF CONTENTS.ABSTRACT .11.List of Tables .vllChapter I: Introduction.1Statement of the Problem .6Research Hypothesis .6Limitations .7Chapter 11: Literature Review .-8Chapter 111: Methodology.-20Subject Selection and Description .20Instrumentation .-20Data Collection Procedures .20Data Analysis .21Limitations .21Chapter IV: Results .22Item Analysis .23Conclusion .-36Chapter V: Discussion .37Discussion .37Limitations .38Conclusions .38Recommendations .38
References .39Appendix A: IRE3 Form .-42Appendix B: Parent Letter .-43Appendix C: Consent to Participate .44Appendix D: Self-Questioning Strategy for Fiction Text .47Appendix E: Self-Questioning Strategy for Non-fiction Text .50Appendix F: Student Profile Sheet .53
reading retain more information and comprehend the text better. It was also hypothesized that students who have good reading comprehension skills perform better on reading comprehension tests. Fourteen sixth grade students in a small town private school were identified for this study. The students were given the Qualitative Reading Inventory - 4
Reading Comprehension Task 15 mins. 4.Strategy Inventory for Reading Comprehension Accepting Ambiguity 10 mins. Local Strategies Global Strategies . A sample text selected from iBT TOEFL sample reading comprehension task ! 688 words consisting of 6 multiple-choice reading comprehension questions 2014. 4. 5.
reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co
501 reading comprehension questions. — 4th ed. p. cm. ISBN 978-1-57685-747-2 1. Reading comprehension—Problems, exercises, etc. I. LearningExpress (Organization) II. Title: Five hundred one reading comprehension questions. III. Title: Five hundred and one reading comprehension questions. LB1050.45.A15 2010 372.47—dc22 2009032221
strategies improve the reading skills of proficient and less proficient readers. Readers who have learned different reading strategies know what, when, how, and why to use them in their reading comprehension processes. Su [16] investigated the impact of reading strategies on the learners' reading proficiency.
affect reading comprehension Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills (vocabulary, linguistic comprehension) Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.
2002). Without the skill of reading comprehension and the motivation of reading to learn, students' academic progress is Panel defines that reading comprehension is an ability to read text quickly, accurately, and using expression properly (p. 3-definition of reading comprehension (Dowhower, 1991). Reading comprehension affects the learning
sentence comprehension skills of children and how these skills may impact reading comprehension. Although there is evidence that children’s sentence comprehension may also relate to accurate decoding(e.g.,Nation &Snowling,2004),myfocuswillbeon the relationship between sentence comprehension and reading com-
The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the “mental processes” that good readers use to understand text. Comprehension strategies need to be explicitly taught. The diagram below illustrates the 3 levels of
