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Teaching Reading Comprehension

Teaching Reading Comprehension

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Published by edbostic
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Published by: edbostic on Jul 17, 2012
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05/13/2014

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Elizabeth BosticTrends in ReadingApril 5, 2005Critique of “Comparison of Two Strategies for Teaching ReadingComprehension Skills”
Ezell, Helen K., Hunsicker, Stacie A., “Comparison of Two Strategies.” Education & Treatment of Children; Nov 97, Vol. 20 Issue 4, p365, 18 p; AcademicSearch EliteThis study compared two instructional strategies for teaching readingcomprehension to fourth grade students, a peer-assisted (P-A) method concerned25 students functioning in dyads to ask and to answer students working alone todevelop questions followed by a class discussion that focused on asking, critiquingand answering students questions. The 80
th
interventions group taught thestudents and teachers Questions and Answer Relationship strategies. Although allstudents increased their reading comprehension skills, results showed no significantdifference between the two groups on standardized reading assessments orperformance on intervention probes. An 8-month follow-up probe showed that bothgroups maintained high levels of asking and answering skills and found nosignificant difference between the two groups.I agree with the idea that having the students formulates different types if question will encourage comprehension. I believe this because in order to devisequestions that fulfill the criteria out before these children comprehension isessential. I do not necessarily disagree with the authors I just wish that theexperiment had been broader and more extensive. The author did a very good job
 
breaking down the steps through the experiment although having a tendency to goa bit overboard with the terminology so that is didn’t flow very well. However, themultiple charts were helpful in understand in the outcome clearly.Nevertheless, if I could change the article, I would attempt to make it moreconcise and less repetitive. Some of the charts were not easily comprehensible. Inthe future, I would try to expand the positive effect of QAR and why the experimentwould affect more that on one particular subject. QAR encourages readingcomprehension by turning the tables of the question answer system. Theexperiment is based on the idea that a question cannot be formed without fullycomprehending the material that is being read. This focuses on emergent literacybecause it does not focus so much on “learning to read” as much as “reading tolearn”. If this is introduced to students earlier, they are more likely to become goodreaders because they would understand more!
 
Synopsis:
This study compared two instructional strategies forteaching reading comprehension to fourth grade students, apeer-assisted (P-A) method concerned 25 studentsfunctioning in dyads to ask and to answer students workingalone to develop questions followed by a class discussionthat focused on asking, critiquing and answering studentsquestions. The 80
th
interventions group taught the studentsand teachers Questions and Answer Relationship strategies. Although all students increased their readingcomprehension skills, results showed no significantdifference between the two groups on standardized readingassessments or performance on intervention probes. An 8-month follow-up probe showed that both groups maintainedhigh levels of asking and answering skills and found nosignificant difference between the two groups.

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