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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

Aitkenhead, Lynne. "Reading skills in adolescents with cochlear implants." Thesis, Royal Holloway, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588519.

Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

Darr, Alan Duane. "Utilizing Contextualized Reading in Career and Technical Education to Enhance Reading Skills." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1607.

Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

Blackburn, Judith Frances. "Reading skills in children exposed to domestic violence." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204531.

Lenertz, Michele Lynn. "Music as a tool to strengthen reading skills." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2073.

Whalley, Karen M. "The Role of prosodic skills in reading comprehension." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107458/1/Karen_Whalley_Thesis.pdf.

Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

Saqui, Sonja. "The effects of a reading fluency and multisyllabic decoding strategy on reading skills." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62600.

Partridge, Susan Eunice. "Unravelling reading : evaluating the effectiveness of strategies used to support adults' reading skills." Thesis, Open University, 2011. http://oro.open.ac.uk/49114/.

Ari, Omer. "Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/61.

Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.

Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.

Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.

Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

Fidler, Rob. "The reading comprehension skills of adult students with dyslexia." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/933/.

Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

Brunswick, Nicola. "Early cognitive neuropsychological profiles and development of reading skills." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/59517/.

Tomes, Hilary. "Developing literacy skills : a study of bilingual children's reading." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262261.

SANTOS, JUSINETE DOS. "READING SKILLS ASSESSMENT BASED ON ANALYSES OF LITERACY EXAMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23460@1.

John, Gilbert. "Exploring ESL students' perceptions of their digital reading skills." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14080/.

Hollman, John W. "Reading skills in an African language : processing Bari orthography." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316361.

Schatschneider, Christopher. "The relationship between phonological processing and early reading skills." Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058797643.

Cobbold, Shirley. "The development of skills associated with early reading success." Thesis, University of Gloucestershire, 2001. http://eprints.glos.ac.uk/3390/.

Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

Rosen, Lindy. "Reading words and reading minds : an investigation of the skills of children diagnosed with hyperlexia." Thesis, City, University of London, 2001. http://openaccess.city.ac.uk/16241/.

Ghaed, Zahra. "Code Reading Dojo: Designing an Educationally-oriented Mobile Application Aimed at Promoting Code Reading Skills." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/86189.

Linder, Cheryl A. "Informing policymakers of the value of summer school in the recoupment of reading skills /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136432.

Gilroy, Shawn. "Relationships between reading habits and the development of study skills /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

Byrne, Angela. "The development of reading skills in children with Down syndrome." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.

Maine, Jane M. "Phonological awareness and reading skills in normal and dyslexic readers." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422427.

Kraut, Rachel Elizabeth. "The Development of Second Language Reading and Morphological Processing Skills." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/596121.

JAFFE, LYNNE ELLEN. "READING SKILLS OF SEVERELY LANGUAGE-IMPAIRED CHILDREN (DISORDERED, ACADEMIC, INTERMEDIATE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188190.

Guissin, Shmuella. "Developing reading and creative writing skills among 'children at risk'." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418498.

Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

Boggs, Teresa. "Book Reading as a Means for Increasing Oral Language Skills." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1508.

Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

Bents, Fafani M. "Concurrent validity of the Group Reading Assessment and Diagnostic Evaluation and Dynamic Indicators of Basic Early LIteracy Skills." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007bentsf.pdf.

Goff, Deborah, and debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample." La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.

Brenneman, Michele Harrison. "Does a Continuous Measure of Handedness Predict Reading Related Processes and Reading Skills across the Lifespan?" Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/7.

Bicknell, Maria Gutierrez. "Effects of a school-wide reading literacy plan on reading skills| A retrospective, quasi-experimental study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707413.

Students’ low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10 th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state’s high-stakes examination. This study used multi-year, successive 10 th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona’s high-stakes, criterion-based examination scores. A two-sample, one-tailed t -test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state’s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state’s high-stakes examination at a Title I urban high school in Arizona.

Dixon, Ruth A. "Metacognitive skills and the adult developmental reader : issues in identification and instruction." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720303.

Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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Theses & Dissertations

Improving students' english reading comprehension skills through reciprocal teaching approach (rta).

Syed Afiat Shah , Aga Khan University, Institute for Educational Development, Karachi

Date of Award

Document type.

Dissertation

Degree Name

Master of Education (M. Ed.)

Professional Development Centre, Karachi

While reading comprehension is an integral part of English language teaching, it should aim to equip students with basic strategies to help them construct meaning from English texts. However, through my personal experiences at different levels as an English teacher and from the evidences of the reconnaissance of this study, it emerged that reading comprehension was a challenging issue among students in the context of this particular study. The study was conducted in the context of a private school in Gilgit Baltistan. The purpose of the study was to improve grade eight students' English reading comprehension skills by using Reciprocal Teaching Approach (RTA). RTA is embedded in four basic strategies of reading, such as predicting, questioning, clarifying and summarising. Data for the study was collected from a sample of six participant students and the subject teacher through qualitative tools like observation, interview, pre and post-tests, reflective journals and field notes. The data of the study was analysed at three stages of the action research that is, reconnaissance, the action research and post-action research stage. Analysis of the gathered data revealed that there was a reasonable improvement in students' understanding of the reading strategies. By the end of the study, they were found to be more proficient, skilful and self-reliant in reading. Thus, it revealed that the strategies of RTA were helpful in enhancing the skills of six students of grade 8 in the context of the study. The study recommends future researchers to conduct separate action research studies on each of the four strategies of RTA at different grades in different contexts. Such a study would help the future researchers to investigate how a particular strategy can be helpful in enhancing students' reading skills in English. The study also recommends replicating the same study in a public school context.

Recommended Citation

Shah, S. A. (2013). Improving students' English reading comprehension skills through Reciprocal Teaching Approach (RTA) (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

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The impact of close reading strategies on individual innovativeness and life skills: preservice teachers.

1. Introduction

• Innovators: Innovators are individuals who are willing to try new ideas, curious, willing to take risks, enterprising and well educated, and have a vision.
• Pioneers: People in this category, who come after innovators, support innovations and convey them, and are role models and guides in society regarding innovations.
• Questioners: These people, who come after pioneers in supporting innovations, adopt innovations, but are cautious about implementing innovations and are not willing to take risks.
• Skeptics: These people, who come after questioners, are more skeptical than average individuals in adopting innovations; they remain hesitant towards innovations due to factors such as social pressure and economic reasons.
• Traditionalists: These people, who are the last to adopt innovations, are prejudiced against innovations and change, do not want to go beyond their traditions, and tend to ignore and delay innovations by acting according to the perspective of the previous generation.
• Do close reading strategies create a significant difference between pre-test and post-test scores on individual innovativeness of preservice Turkish language teachers?
• Do close reading strategies create a significant difference between pre-test and post-test scores on life skills of preservice Turkish language teachers?
• What is the distribution of pre-test and post-test scores on individual innovativeness according to gender?
• What are the views of Turkish teacher candidates on the impact of using the close reading strategy on individual innovativeness traits and life skills?

2. Materials and Methods

2.1. research model, 2.2. study group, 2.3. data collection tools, 2.3.1. individual innovativeness scale, 2.3.2. life skills scale, 2.3.3. semi-structured interview form.

• What are the contributions of the close reading strategy to your reading skills?
• What are the contributions of the close reading strategy to your life skills and individual innovativeness?

2.4. Data Collection

• Identification: The instructor names the strategy.
• Teaching: The purpose of the strategy is explained, including the benefits of learning the strategy and its importance.
• Usage Explanation: Information on where the strategy can be used (e.g., while listening to a lecture, reading a text, post-reading) is provided.
• Usage Characteristics: Explanation is provided of the characteristics of the strategy and what to pay attention to while using it.
• Modeling: The teacher demonstrates the use of the strategy by thinking aloud, externalizing cognitive processes.
• Practice: Students are given the opportunity to practice the strategy. During this trial phase, they can adjust their skills in a classroom setting prior to practice.
• Group Discussion and Evaluation: Students evaluate and discuss their correct or incorrect use of the strategy as a group, encouraging them to monitor and assess their strategy use.

2.5. Data Analysis

3. findings, 3.1. quantitative findings on the impact of the close reading strategy on life skills and individual innovativeness features, 3.2. qualitative findings on the effects of the close reading strategy on turkish teacher candidates’ reading skills, life skills, and individual innovativeness.

It helped me approach texts from different perspectives. (F, 1)

It made me think critically and look at a text from different angles rather than taking it as it is. (M, 1)

Reading using different techniques motivates a person. Now, when I read books, I will use techniques from different genres. This will give me different experiences. (F, 8)

I realized that the texts I read have deeper meanings, not just one interpretation. (F, 17)

The texts we read contributed to my change as they were disruptive to my stereotypical knowledge. (F, 19)

Using the close reading strategy added a new style to my reading habits. (M, 3)

Asking different questions and doing it step by step was fun and educational. Reading in detail to find answers to the questions in the text helped us understand the texts better. (F, 11)

I can better find the cause-and-effect relationships and connections in the text. (M, 5)

I learned to look at life from different angles, to derive meaning from everything that comes our way, and to realize that nothing happens by chance. (F, 5)

I learned to see even a stone in my path as meaningful. (M, 3)

It made me open to new ideas and listen to others’ thoughts with respect. (F, 18)

I felt the need to question things after this practice. (F, 17)

Now I look at things from a broader perspective and question them, and I am much more open to new ideas as an individual. (F, 21)

Previously, I was even afraid to say the word ‘create’, let alone think critically about certain topics; I was afraid to think at all. (F, 4)

I realized that I was thinking one-dimensionally and couldn’t look at events critically. (F, 6)

I think it contributed to my development in problem-solving. (F, 11)

Since it developed my questioning and thinking skills, my decision-making skills also improved along with it. (F, 8)

With this strategy, I learned to better recognize my own thoughts and feelings. (F, 17)

Now, I started to think more deeply about a topic, event, or text. (F, 25)

I now communicate according to the characteristics of individuals. (F, 19)

It was beneficial in terms of decision-making and problem-solving. (M, 1)

I once again realized how necessary it is to see from others’ perspectives. (F, 15)

It helped me recognize my own thoughts and feelings. (M, 2)

4. Conclusions and Discussion

5. recommendations.

• The close reading strategy can be utilized for the development of life skills and individual innovation skills.
• The close reading strategy should be included in the curriculum starting from primary education and continuing to higher education, and its use should be extended to different levels across this range.
• The effectiveness of the close reading strategy on comprehension of narrative texts and poetry, as well as informative texts, can be examined.
• This strategy was implemented with preservice Turkish teachers, and its effects on different educational levels can be examined in future research.
• This study examined the strategy’s contributions to life skills, individual innovativeness, and the reading process. Future research could also examine its effects on other language skills such as writing, speaking, and listening.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

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Baki, Y. The Impact of Close Reading Strategies on Individual Innovativeness and Life Skills: Preservice Teachers. Behav. Sci. 2024 , 14 , 816. https://doi.org/10.3390/bs14090816

Baki Y. The Impact of Close Reading Strategies on Individual Innovativeness and Life Skills: Preservice Teachers. Behavioral Sciences . 2024; 14(9):816. https://doi.org/10.3390/bs14090816

Baki, Yasemin. 2024. "The Impact of Close Reading Strategies on Individual Innovativeness and Life Skills: Preservice Teachers" Behavioral Sciences 14, no. 9: 816. https://doi.org/10.3390/bs14090816

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