ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Using Language Knowledge to Comprehend Academic Discourse
dc.contributor.advisor | Deshler, Donald D. | |
dc.contributor.author | Ihle, Frances M. | |
dc.date.accessioned | 2011-10-09T01:06:32Z | |
dc.date.available | 2011-10-09T01:06:32Z | |
dc.date.issued | 2011-05-31 | |
dc.date.submitted | 2011 | |
dc.identifier.other | http://dissertations.umi.com/ku:11493 | |
dc.identifier.uri | http://hdl.handle.net/1808/8129 | |
dc.description.abstract | The purpose of this study was to investigate the effects of using the Text Pattern Intervention in secondary reading classes to improve the reading comprehension of struggling learners. The study took place in two parts, which included (a) a design-based research sequence with three phases (i.e., preliminary, prototype, and pilot) and (b) a validation study. During the preliminary and prototype phase, the research was used to inform the development of an intervention. The effects of the intervention were further studied during the pilot, and the validation phase involved a comparison-group study of 49 students across three separate high schools. Three teachers delivered instruction in the intervention to their experimental class. The comparison classes received instruction as usual. Results indicated statistically significant differences between groups in favor of Text Pattern Intervention use on a content area passage measure. Social validity measures indicated a high degree of student and teacher satisfaction with the intervention. | |
dc.format.extent | 132 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author. | |
dc.subject | Special education | |
dc.subject | Grammar | |
dc.subject | Language comprehension | |
dc.subject | Poor comprehenders | |
dc.subject | Reading comprehension | |
dc.subject | Syntax intervention | |
dc.subject | Systemic functional linguistics | |
dc.title | Using Language Knowledge to Comprehend Academic Discourse | |
dc.type | Dissertation | |
dc.contributor.cmtemember | Catts, Hugh | |
dc.contributor.cmtemember | Knowlton, Earle | |
dc.contributor.cmtemember | Lenz, B. Keith | |
dc.contributor.cmtemember | Peyton, Vicki | |
dc.thesis.degreeDiscipline | Special Education | |
dc.thesis.degreeLevel | Ph.D. | |
kusw.oastatus | na | |
kusw.oapolicy | This item does not meet KU Open Access policy criteria. | |
kusw.bibid | 7642923 | |
dc.rights.accessrights | openAccess |
Files in this item
This item appears in the following Collection(s)
-
Dissertations [4889]
-
Education Dissertations and Theses [1065]