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dc.contributor.advisorDeshler, Donald D.
dc.contributor.authorIhle, Frances M.
dc.date.accessioned2011-10-09T01:06:32Z
dc.date.available2011-10-09T01:06:32Z
dc.date.issued2011-05-31
dc.date.submitted2011
dc.identifier.otherhttp://dissertations.umi.com/ku:11493
dc.identifier.urihttp://hdl.handle.net/1808/8129
dc.description.abstractThe 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.extent132 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectSpecial education
dc.subjectGrammar
dc.subjectLanguage comprehension
dc.subjectPoor comprehenders
dc.subjectReading comprehension
dc.subjectSyntax intervention
dc.subjectSystemic functional linguistics
dc.titleUsing Language Knowledge to Comprehend Academic Discourse
dc.typeDissertation
dc.contributor.cmtememberCatts, Hugh
dc.contributor.cmtememberKnowlton, Earle
dc.contributor.cmtememberLenz, B. Keith
dc.contributor.cmtememberPeyton, Vicki
dc.thesis.degreeDisciplineSpecial Education
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
kusw.bibid7642923
dc.rights.accessrightsopenAccess


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