Dissertation/Thesis Abstract

Using language knowledge to comprehend academic discourse
by Ihle, Frances M., Ph.D., University of Kansas, 2011, 132; 3454511
Abstract (Summary)

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.

Indexing (document details)
Advisor: Deshler, Donald D.
Commitee: Catts, Hugh, Knowlton, Earle, Lenz, Keith, Peyton, Vicki
School: University of Kansas
Department: Special Education
School Location: United States -- Kansas
Source: DAI-A 72/08, Dissertation Abstracts International
Subjects: Special education, Literacy, Reading instruction
Keywords: Academic discourse, Grammar, Language comprehension, Poor comprehenders, Reading comprehension, Syntax intervention, Systemic functional linguistics
Publication Number: 3454511
ISBN: 978-1-124-64136-2
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