Show simple item record

dc.contributor.authorMcGee, Tieha
dc.date.accessioned2013-03-05T20:20:14Z
dc.date.available2013-03-05T20:20:14Z
dc.date.issued2013-03-05
dc.identifier.urihttp://hdl.handle.net/10464/4216
dc.description.abstractThis study examined the efficacy of providing four Grade 7 and 8 students with reading difficulties with explicit instruction in the use of reading comprehension strategies while using text-reader software. Specifically, the study explored participants' combined use of a text-reader and question-answering comprehension strategy during a 6-week instructional program. Using a qualitative case study methodology approach, participants' experiences using text-reader software, with the presence of explicit instruction in evidence-based reading comprehension strategies, were examined. The study involved three phases: (a) the first phase consisted of individual interviews with the participants and their parents; (b) the second phase consisted of a nine session course; and (c) the third phase consisted of individual exit interviews and a focus group discussion. After the data collection phases were completed, data were analyzed and coded for emerging themes, with-quantitativ,e measures of participants' reading performance used as descriptive data. The data suggested that assistive technology can serve as an instructional "hook", motivating students to engage actively in the reading processes, especially when accompanied by explicit strategy instruction. Participants' experiences also reflected development of strategy use and use of text-reader software and the importance of social interactions in developing reading comprehension skills. The findings of this study support the view that the integration of instruction using evidence-based practices are important and vital components in the inclusion oftext-reader software as part of students' educational programming. Also, the findings from this study can be extended to develop in-class programming for students using text-reader software.en_US
dc.publisherBrock Universityen_US
dc.subjectReading comprehension - Study and teaching (Elementary)en_US
dc.subjectReading - Computer-assisted instruction.en_US
dc.titleThe Impact of a Text-Reader Support Program on Intermediate Students' Reading Comprehensionen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:54:05Z


Files in this item

Thumbnail
Name:
Brock_McGee_Tieha_2009.pdf
Size:
2.699Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record