Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students
- ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
- Laura Hanan (Creator)
- Institution
- East Carolina University (ECU )
- Web Site: http://www.ecu.edu/lib/
Abstract: The purpose of this action research study was to determine how questioning during a Directed Reading-Thinking Activity would impact comprehension and reading attitude of first graders. This quasi-experimental pre/posttest design study included 38 students from two first grade classes. Basal reader selections were used. The intervention group used questioning along a continuum while the comparison group used traditional basal reader questions. Two separate independent t tests, using the mean gain scores from the pre/post data and the pre/post Reading Attitudes Survey, failed to establish statistical significance (p=0.06). However a large effect size was documented for comprehension (0.8).
Additional Information
- Publication
- Other
- Language: English
- Date: 2015
- Keywords
- Reading comprehension, Reading attitude, Directed reading-thinking activity, Elementary schools, Questioning
| Title | Location & Link | Type of Relationship |
| Using Questioning During a Directed Reading-Thinking Activity to Improve Comprehension and Reading Attitude of First Grade Students | http://hdl.handle.net/10342/4842 | The described resource references, cites, or otherwise points to the related resource. |