Home
Resource
The effects of repeated reading of a single text and the reading of multiple related texts on vocabulary learning in the content areas
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(605.30 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Levy, Lorell. The effects of repeated reading of a single text and the reading of multiple related texts on vocabulary learning in the content areas. Retrieved from https://doi.org/doi:10.7282/T3C24VJ7

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleThe effects of repeated reading of a single text and the reading of multiple related texts on vocabulary learning in the content areas
NameLevy, Lorell (author); Boling, Erica (chair); Morrow, Lesley M. (internal member); Penfield, Douglas (internal member); Kuhn, Melanie (outside member); Rutgers University; Graduate School of Education
Date Created2011
Date Issued2011
Other Date2011-10 (degree)
SubjectLiteracy Education, Vocabulary, English language—New words, Developmental reading
Extentxi, 175 p. : ill.
DescriptionThe present study investigated the effectiveness of two different types of text reading following direct vocabulary instruction. Thirty-six third grade students were placed in one of three conditions: repeated reading of a single text, reading of multiple related texts, and control. All students were exposed to the same direct vocabulary instruction before text reading. Pre-testing, post-testing, and delayed post-testing took place using a standardized reading and vocabulary assessment (Gates MacGinitie Reading Test) and two researcher-developed assessments. The design for the analysis was a three factor mixed design with two fixed variables and one repeated variable. Qualitative data were also collected as a means of contextualizing the quantitative results. Findings indicated vocabulary and comprehension growth in all three groups as a result of the direct instruction. This growth was maintained over a three month period after the end of instruction in three out of four measures. Group differences attributable to follow-up text reading were not found in this study.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Lorell Levy
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3C24VJ7
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024