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EFFECTS OF GUIDED READING (TEACHER SUPPORTED) ON
READING COMPREHENSION SCORES FOR PRIMARY
STUDENTS WHO ARE LEARNING DISABLED
ENGLISH LANGUAGE LEARNERS
by
Lei’ala Patricia Ann Chong Montoya
_____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Lei’ala Patricia Ann Chong Montoya
Object Description
| Title | Effects of guided reading (teacher supported) on reading comprehension scores for primary students who are learning disabled English language learners |
| Author | Montoya, Lei'ala Patricia Ann Chong |
| Author email | ohana96@aol.com; lmontoya@coachella.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-07-11 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-18 |
| Advisor (committee chair) | Sundt, Melora |
| Advisor (committee member) |
Rueda, Robert Hirabayashi, Kim |
| Abstract | This study focused on specific instructional methods that a primary special education teacher utilized with Learning Disabled English Language Learners in Guided Reading (teacher supported). The teacher was observed during seven (25%) Guided Reading (teacher supported) sessions during baseline and intervention by two elementary teacher raters to confirm inter-rater reliability. Reliability was at 100%. Both teacher raters were observing the primary teacher for use of specific Guided Reading (teacher supported) strategies that were taught on a daily basis: On Monday-Predicting/Inferring, Tuesday-Phonics/Decoding, Wednesday-Monitor/Clarify, Thursday–Question, and Friday-Evaluate/Summarize. Students were assessed daily by another teacher with a criterion referenced comprehension and retelling questions instrument after a stable baseline.; Modeled after California Reading and Literature Project K-6 Reading Results, the Retelling Instrument Check measured the student's ability to retell a story. Modeled after Macmillan/McGraw-Hill "Spotlight on Literacy" Assessment, the Comprehension Questions Instrument measured the student's reading comprehension. Baseline and intervention results were graphed daily for 30 days. Results of the study showed an increase in each student's reading and comprehension ability. The study concludes that when teaching strategies are guided and explicit and consistent, students will be able to utilize strategies to comprehend what is read and as well as internalizing the strategies for independent reading. |
| Keyword | guided reading; reading comprehension scores; learning disabled; English language learners |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1680 |
| Rights | Montoya, Lei'ala Patricia Ann Chong |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Montoya-2370 |
| Archival file | uscthesesreloadpub_Volume32/etd-Montoya-2370.pdf |
Description
| Title | Page 1 |
| Full text | EFFECTS OF GUIDED READING (TEACHER SUPPORTED) ON READING COMPREHENSION SCORES FOR PRIMARY STUDENTS WHO ARE LEARNING DISABLED ENGLISH LANGUAGE LEARNERS by Lei’ala Patricia Ann Chong Montoya _____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION December 2008 Copyright 2008 Lei’ala Patricia Ann Chong Montoya |
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