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Melissa Duff Abstract Purpose: This study investigates one possible reason for individual differences in vocabulary learning from written context. A Latent Semantic Analysis LSA model is used Reading comprehension dissertations motivate the prediction of a causal relationship between semantic knowledge for words in a text and the quality of their hypotheses about the semantics of novel words, an effect mediated by reading comprehension.
The purpose of this study was to test this prediction behaviorally, using a within subject repeated measures design to control for other variables affecting semantic word learning. After training, participants read untreated and treated texts, which contained six nonword forms.
Measures were taken of reading comprehension RC and the quality of the readers' hypotheses about the semantics of the novel words HSNW. Text difficulty and semantic informativeness of the texts about nonwords were controlled.
All participants had increases in semantic knowledge of taught words after intervention. For the group as a whole, RC scores were significantly higher in the treated than untreated condition, but HSNW scores were not significantly higher in the treated than untreated condition.
Reading comprehension ability was a significant moderator of the effect of treatment on HSNW. The results indicate that for a subgroup of readers with weaker reading comprehension, intervention to enhance lexical semantic richness had a substantial and significant effect on both their reading comprehension and on the quality of hypotheses that they generated about the meanings of novel words.
Neither effect was found for a subgroup of readers with stronger reading comprehension. Clinical and educational implications are discussed. Public Abstract Reading comprehension and vocabulary are important academic outcomes.
Between individuals, vocabulary skill is closely related to reading comprehension skill. This study investigated a possible reason for this relationship, namely that rich knowledge of word meaning could lead to better reading comprehension, which could lead to better inferences about the meaning of new words.
This was investigated with an intervention with sixth graders that increased their knowledge of the meanings of a set of words. Participants then read one text that contained many of the taught words, and one text that did not.
The intervention resulted in increases in knowledge of the taught words, and in comprehension of texts containing the taught words. For the group as a whole, it did not result in significant improvements in the quality of definitions that participants generated for new words embedded in the texts.
However, the effect of the intervention depended on the initial skill level of the participants. For participants who had lower reading comprehension skills initially, the intervention to increase knowledge of the meaning of words had a large effect on both reading comprehension and definitions of the meanings of novel words.
This was not true for those who had higher reading comprehension initially. The research has implications for teaching and clinical practice, suggesting that direct vocabulary instruction can result in benefits to learning of untaught words for some readers.Clemson University TigerPrints All Dissertations Dissertations Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of.
Reading comprehension ability was a significant moderator of the effect of treatment on HSNW. A subgroup of participants with lower scores on a standardized reading comprehension measure (n=6) had significantly higher HSNW and RC scores in the treated than untreated condition.
Theses and Dissertations. Title.
Lexical semantic richness. Doctoral Dissertations - February Dissertations and Theses Reading comprehension performance as a function of individual differences in working memory for texts of varying reading difficulty. Douglas J. Lynch University of Massachusetts Amherst. Abstracts of Doctoral Dissertations Published in Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in Dissertation The Reading Comprehension subtest of the Stanford Diagnostic Reading Test.
Brown Level, Form A was administered to measure the. RELATIONSHIP OF ORAL READING FLUENCY AND COMPREHENSION! iii!
Acknowledgements This dissertation is dedicated to my family and friends. First and foremost, to my husband Ken, who has provided me with endless.
To the Graduate Council: I am submitting herewith a dissertation written by Victoria Jacobs Gray entitled "Personality as a Predictor of Reading Comprehension Skills." I have examined the final copy of this dissertation for form and content and recommend that it be accepted in.