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Investigating the Stories of Success of Students who are African American and Male in AP English
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| 22 |
Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation
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| 23 |
Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston
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| 24 |
A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS
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| 25 |
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
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| 26 |
THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH
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| 27 |
THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS
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| 28 |
SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 29 |
Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework
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| 30 |
The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy
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| 31 |
English Teacher as Dungeon Master: Game Design Theory Meets Course Design in Rhetorical Education
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| 32 |
STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM
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| 33 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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| 34 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
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| 35 |
Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability
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| 36 |
"I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience
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| 37 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
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Abstract:
Prior knowledge activation is foundational to students’ text comprehension. Yet, pedagogical techniques that teachers can use to prompt students’ knowledge activation are limited and empirical data on the relative effectiveness of those techniques is scant. Thus, the purpose of this dissertation was to investigate the effectiveness of traditional and novel knowledge activation techniques for supporting rural students’ comprehension of texts covering unfamiliar content. In this quasi-experimental study, 149 rural middle-school students were assigned to one of three conditions: knowledge mobilization (traditional), relational reasoning (new), or text annotation (control). Data were analyzed using structural equation modeling with text comprehension as the outcome variable and condition, relational reasoning ability, prior topic knowledge, gender, ethnicity, and grade level as predictor variables. The results demonstrated a statistically significant difference for overall comprehension between students in the relational reasoning condition and students in both the mobilization (β = 5.15, p < .00) and control conditions (β = 3.10, p < .00). There were no significant differences between students in the mobilization versus control conditions (β = -1.85, p = .07). Further, there were no comprehension differences for ethnic background or grade level. However, female students outperformed male students, and prior topic knowledge and relational reasoning ability were significant covariates in analysis. Qualitative analysis of follow-up conversations revealed the utility of the relational reasoning condition, especially for low-performing students. The results indicate that not all prior knowledge activation techniques are equally effective for all students engaged in the processing unfamiliar textual content. Additionally, the novel activation technique of relational reasoning proved highly effective for promoting students’ text comprehension.
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Keyword:
Education; Educational psychology; Middle school; Mobilization; Prior knowledge activation; Reading comprehension; Reading instruction; Relational reasoning; Rural education
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URL: https://doi.org/10.13016/M2D50G148
http://hdl.handle.net/1903/20870
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| 38 |
HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?
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| 39 |
Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program
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| 40 |
BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS
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