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Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of
Oleh:
Crowe, Linda K.
Jenis:
Article from Journal - ilmiah internasional
Dalam koleksi:
Remedial and Special Education vol. 26 no. 1 (2005)
,
page 32-42.
Fulltext:
32.pdf
(125.99KB)
Isi artikel
This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in I2 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the I2 group retained comprehension of story details over a longer period of time than did the I1 group. No significant differences were found between I1 and I2 in the ability to answer story-related locative, descriptive, or inferential detail questions.
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