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Comprehension strategies explicated in three eighth grade social studies textbooks
Descriptive
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Title
Comprehension strategies explicated in three eighth grade social studies textbooks
Name
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Korin
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Dana Reisboard
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Dana Reisboard Korin
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author
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Morrow
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Lesley
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Advisory Committee
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Lesley Morrow
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chair
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Justice
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Ben
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Advisory Committee
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Ben Justice
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internal member
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Kuhn
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Melanie
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Advisory Committee
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Melanie Kuhn
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internal member
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Duffy
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Gerald
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Advisory Committee
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Gerald Duffy
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outside member
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated
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2008
DateOther
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2008-01
Language
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English
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electronic
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application/pdf
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text/xml
Extent
ix, 189 pages
Abstract
By fourth grade students are expected to have developed the ability to read assigned expository material as part of their content area instruction. However, one of the most frustrating issues middle and high school teacher's face is students' lack of prerequisite skills necessary to comprehend adequately the reading material they encounter. Fortunately, over the past twenty five years reading researchers developed explicit methods to support middle and high school students' reading and learning development. Applying explicit instruction, instructors teach students to use comprehension strategies flexibly while interacting with text. While the benefits of explicit instruction of comprehension strategies have been accepted for some time by members of the reading research community, this study determined whether seven strategies and direct explanation have been included in materials students and teachers commonly use. This study conducted a content analysis to determine whether three eighth grade social studies textbooks and their corresponding teacher editions explicated seven strategies found to enhance student comprehension and learning of expository material. These strategies included comprehension monitoring, activating background knowledge, summarization, text structure, question generation, instructional graphics, and inference. Analysis of teacher editions also determined whether the texts recommended elements of direct explanation (Duffy, 2003) to teachers as a means of enhancing students' ability to learn from text. Several key findings resulted from the analysis of the data attained. This study determined that the textbooks did explicate comprehension strategies. Analysis also identified elements of direct explanation, but this study did not find direct explanation as discussed in the literature (Duffy, 2002) to be integrated into the textbooks analyzed. The fact that the textbooks analyzed did not explicate direct explanation could have resulted from the presence of semantic confusion surrounding the term itself which limits the degree to which the efficacy of explicit instruction might become disseminated.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 173-187).
Subject
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Topic
Education
Subject
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Topic
Social sciences--Textbooks
Subject
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Topic
Social sciences--Study and teaching (Middle school)
Subject
(ID = SUBJ4);
(authority = ETD-LCSH)
Topic
Reading comprehension
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17149
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ETD_676
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NjNbRU
Identifier
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doi:10.7282/T35T3KV9
Genre
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Copyright protected
Availability
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Open
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Name
Dana Korin
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Permission or license
Detail
Non-exclusive ETD license
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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application/x-tar
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