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The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension

Lopes-Rizzi, Gleides Alexsandra, Rizzi
http://orcid.org/0000-0001-6507-9408
http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011

Abstract Details

2016, Doctor of Philosophy, Ohio State University, Educational Studies.
The purpose of this study was to examine the effects of embedding and fading self-questioning prompts strategies on the reading comprehension of third graders who are at risk for academic failure due to reading comprehension difficulties. The researcher used a single-subject multiple probe experimental design across participants. Participants were third graders from a large Midwest urban school district, who were at risk of academic failure. Six participants' reading comprehension of science expository text were measured through researcher-generated quizzes and standardized pre and posttests. Visual analysis was used to examine the effects of self-questioning strategies with prompt fading. This study's supports results previous research indicating that explicit instruction of comprehension strategies, such as self-questioning, can improve learners' comprehension skills. Prompt-fading techniques were used with self-questioning strategies to promote participants' autonomy.
Ralph Gardner III, Ph.D. (Committee Chair)
Samuel Hodge, Ph.D. (Committee Member)
Laurice Joseph, Ph. D. (Committee Member)
Sheila Morgan, Ph.D. (Committee Member)
184 p.
Education; Literacy; Reading Instruction; Special Education; Teacher Education; Teaching
at-risk, with reading risk, reading failure, urban settings, expository text, high incidence disabilities, mild disabilities, reading, comprehension, self-questioning, prompt-fading, prompts, common core state standards

Recommended Citations

Citations

  • Lopes-Rizzi, Rizzi, G. A. (2016). The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011

    APA Style (7th edition)

  • Lopes-Rizzi, Rizzi, Gleides. The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011.

    MLA Style (8th edition)

  • Lopes-Rizzi, Rizzi, Gleides. "The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011

    Chicago Manual of Style (17th edition)

osu1467904011
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© 2016, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.