Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
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Item Validating a Theory-based Model of L2 Reading Comprehension: Relative contributions of content-specific schematic knowledge and L2 vocabulary knowledge to comprehending a science text(2010) Oh, Eunjou; Afflerbach, Peter; Mislevy, Robert J.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The study explores the question of what explains second language (L2) reading comprehension by proposing a comprehensive theory building on the Construction Integration (CI) model of reading comprehension (Kintsch, 1998) and conducting an experimental study within this theoretical framework. The proposed theory maintains that the construction of a textbase is a function of L2 proficiency and the construction of a situation model is a function of first language (L1) reading competence. The effect of two different types of intervention tapping into each representation system (textbase and situation model) is experimentally tested; vocabulary knowledge, conducive to building textbase, and content-specific schematic knowledge, facilitative to building situation model. Two different measures of reading comprehension for both L1 and L2 reading comprehension are used to analyze how different cognitive processes are involved in L2 reading comprehension. Thirty two 9th grade Korean students were given a vocabulary acquisition activity and a content-specific schematic knowledge acquisition activity between a pretest and a posttest on science texts. The findings suggest that the ability to form macropropositions, as measured by a recall task, is a route through which L1 reading competence emerges. Thus, it is an influential factor for L2 reading comprehension. Different patterns in the role of L1 reading competence and L2 proficiency in different treatment conditions provide evidence for a reader constructing a textbase as a function of L2 proficiency and a reader constructing a situation model as a function of L1 reading competence. Three latent variables of textbase, situation model, and L2 reading comprehension were entered in LISREL to conduct structural equation modeling; the indicators of the textbase include the scores of vocabulary knowledge and the scores of listening comprehension (LC) and reading comprehension (RC) in an L2 proficiency measure; the indicators of the situation model include the scores of L1 reading competence and the scores of schematic knowledge; and the indicators of L2 reading comprehension include the scores of the pretests and the posttests. The fit indices of various Structural Equation Modeling (SEM) models of a given text demonstrate the viability of the comprehensive theory of L2 reading comprehension.Item An Examination of Middle School Problem-Solving Teams(2010) Meshbesher, Nicole E.; Rosenfield, Sylvia; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated a middle school grade level Problem-Solving Teams (PST) model, Kid Talk (KT) teams, from one school district within the Mid-Atlantic region. Specifically, the fidelity of implementation of the problem solving process (PSP), student goal attainment for students who were referred to and received interventions from the KT team, and KT team members' perception and satisfaction with the KT team process were examined. Data collected included submitted case documentation, responses to an online electronic survey, and process observations of selected KT teams. A scoring rubric was used to measure fidelity of implementation of 8 PSP components and student goal attainment. A total of 59 cases from 16 middle schools, an average of 3 to 4 cases from each school, were reviewed. Mean ratings revealed less than desired levels of fidelity of implementation across the 8 PSP components, ranging from a low of 1.78 (intervention skill development) to a high of 3.48 (baseline data) where a score of 1 indicated low fidelity and a score of 5 indicated high fidelity. The mean rating of student goal attainment was modest (M = 3.33) where a score of 1 indicated no progress and a score of 5 indicated that the goal was obtained. Significant positive relationships were found between 2 PSP components and goal attainment. KT team members across 16 middle schools completed an 18-item online electronic survey of their perceptions of the team. Mean ratings revealed less than robust KT team member satisfaction with student outcomes pervasive across schools. However, KT team members showed a positive level of comfort referring students to their KT team. Recommendations for changes in team models and for future research were presented.Item Motivation and Long-Term Language Achievement: Understanding Motivation to Persist in Foreign Language Learning(2009) Smith, Laura J.; Martin, Cynthia; Lavine, Roberta; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Achieving native-like proficiency in a foreign language is a long-term process; therefore, designing and implementing a plan for long-term language achievement may help more learners achieve their long-term language goals of fluency as well as related career goals. This study presents recommendations that may be incorporated into the college curriculum to help both learners and teachers facilitate the development of motivation to persist in language learning and use at native-like proficiency. The results of this dissertation study provide greater insight into language learning motivation, changes in motivation, and motivational regulation. Data were collected using a questionnaire and an unstructured interview protocol to report the language learning motivation patterns of seven native-English speaking, traditional age undergraduate foreign language learners. Data were collected, coded, and analyzed following an emergent constant comparison method using process modeling procedures to analyze and report quantifiable categories of data, sequences of variables, patterns, and processes as they emerged. Results indicate that changes in the primary source of motivation and motivational orientations occur over time and that internally regulated motivation associated with long-term goals is associated with persistence. A greater understanding of language learning motivation may help teachers and learners develop strategies to regulate motivation in order to facilitate the development of motivation to persist in language learning beyond basic university requirements. This may also operationalize motivation for professional language use at native-like proficiency.Item The Effects of Using Mental Imagery as a Comprehension Strategy for Middle School Students Reading Science Expository Texts(2009) Jenkins, Margaret H.; Dreher, Mariam J; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated the effects of mental imagery instruction using science expository texts on middle school students. Using a quasi-experimental pretest-posttest design, four intact classes (56 students) were randomly assigned to either an experimental or comparison group. Students in the experimental group received instruction on mental imagery strategies while comparison group students received no mental imagery instruction. After the 2-week intervention, students took Posttest 1. The comparison group students then received mental imagery instruction. Throughout the rest of the school year, all students were prompted at least two to three times a week to use mental imagery strategies. At the end of the school year, all participants took Posttest 2. Results indicated that there was a statistically significant interaction of time and group for the selected response (SR) portion of expository science text comprehension measure. Both groups appeared to make gains between Posttest 1 and Posttest 2, once both had received mental imagery instruction. The comparison group, which by chance included stronger readers, outperformed the experimental group. There were no statistically significant differences on the brief constructed response (BCR) measure. Analysis of the performance of low-, middle-, and high-comprehenders revealed statistically significant main effects for time and for type of comprehender on the SR portion of the comprehension task. While all students appeared to make gains between Posttest 1 and 2, the high- and middle-comprehenders consistently outperformed the low-comprehenders. For the BCR, there were no statistically significant effects of time or interaction; however, there was a statistically significant effect for type of comprehender. Pearson's product moment correlations revealed a statistically significant positive relation between vividness of mental imagery and motivation to read for middle-comprehenders and a statistically significant negative correlation between comprehension and vividness of mental imagery for high-comprehenders. Both experimental and comparison groups showed no statistically significant difference in motivation to read before and after mental imagery intervention. These results suggest that middle school students may benefit from mental imagery strategies when reading science expository texts. It is recommended that these strategies be used as a continuous effort in the classroom rather than a short term "quick-fix."Item The Influence of Supplemental Instructional Approaches Upon The Comprehension, Metacognitive Awareness, and Motivation of Struggling Third- and Fourth-Grade Readers(2007-01-25) O'Hara, Janice Dotterer; Dreher, Mariam J.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Schools are challenged with the responsibility of providing the quality of instruction necessary for all students to meet the achievement standards of "No Child Left Behind" legislation. Supplementary instruction has been used extensively to accelerate struggling readers' progress; however, schools need to consider methods that have been examined for their effectiveness. This quasi-experimental study explored the effect of two supplementary instructional approaches, CORI-STAR and Guided Reading, on accelerating struggling readers' growth in reading comprehension, reading motivation, and metacognitive awareness, as well as their transference of strategies to their classroom reading groups, their application of reading strategies, and their metacognitive knowledge of reading strategies. Struggling third- and fourth-grade students were invited to participate in an 8-week supplementary instructional reading group. Fifty students with parental consent were then randomly assigned by classrooms to either the CORI-STAR or Guided Reading approach. CORI-STAR combined (a) the engaging and motivational elements of Concept-Oriented Reading Instruction (CORI) developed by John Guthrie, and (b) a metacognitive component, Strategic Thinking Applied to Reading (STAR), consisting of explicit instruction on metacognitive awareness, modeling, think-alouds, and reflective thinking. The Guided Reading approach was implemented according to Fountas and Pinnell's recommendations. The results revealed statistically significant time (pretest, posttest) by treatment interactions with large effect sizes favoring the CORI-STAR group on (a) three comprehension measures: WRMT-PC, QRI-4 questions, and QRI-4 retelling and (b) three metacognitive awareness measures to assess students' awareness of strategies, their application of strategies, and their metacognitive awareness of the declarative, procedural, and conditional knowledge of regulating their use of reading strategies. Performance on the Motivations for Reading Questionnaire did not show a statistically significant interaction for time by treatment. However, on another measure of motivation, choosing to take home books for reading, CORI-STAR students outperformed those in the Guided Reading group. Both groups were perceived by their teachers to transfer strategies to classroom use. Thus, students in the CORI-STAR group improved more than Guided Reading students on reading comprehension, metacognitive awareness, and their knowledge and use of reading strategies as a result of the intervention. Further, CORI-STAR students were more motivated to choose books for home reading.