The design of a developmental level reading comprehension program for grades four and five utilizing specific questioning strategies

• Main Author: Cocarell, Leveson Roy
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1985
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/5182/; https://research.library.mun.ca/5182/1/Cocarell_LevesonRoy.pdf; https://research.library.mun.ca/5182/2/Cocarell_LevesonRoy.pdf

The basic objective of this study was the design of an instructional format for the instruction of fourth and fifth graders in the process of literal and inferential comprehension. The primary purpose of the study was to investigate the effects of a systematic questioning program for the development of these processes upon the fourth and fifth grade subjects. -- A review of current research indicated that the comprehension abilities of students can be improved through explicit instruction. Moreover, the results of a questionnaire completed by primary and elementary teachers in the province of Newfoundland and Labrador, indicated the need for a program which focuses on how to systematically teach reading comprehension skills to developmental students of this province. -- The program designed for this study includes some components of the basal program as well as systematic instructional plans designed by the investigator, utilizing 16 narrative selections from the basal program of a single publisher (i.e., the Nelson Language Development Reading program). It focuses on the following specific comprehension skills at the literal and inferential levels: (a) detecting significant details, (b) following sequence, (c) recognizing cause and effect relationships, (d) making comparisons, (e) detecting character traits, and (f) finding the main idea. -- In this investigation, 66 Grade Four and Five students were assigned to two experimental and two control groups. The subjects were from one elementary school in central Newfoundland enrolled with the Exploits Valley Integrated School Board. The study was conducted over an eight month period, commencing in September, 1983, and concluding in May, 1984. -- For statistical analysis, the investigator utilized the scores derived from the Comprehension subtests of the Gates-MacGinitie Reading Test (Canadian edition), Level D, Forms 1 and 2 (MacGinitie, 1979). Mean scores were calculated and a number of comparisons were made to assess the effects of the experimental program. ...