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The effects of self-questioning on comprehension of expository text and development of content writing with second grade students

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dc.contributor.advisor Kear, Dennis J. en_US
dc.contributor.author Dunlap, Jo A.
dc.date.accessioned 2006-11-23T02:41:17Z
dc.date.available 2006-11-23T02:41:17Z
dc.date.copyright 2006
dc.date.issued 2006-05
dc.identifier.other t06040
dc.identifier.uri http://hdl.handle.net/10057/257
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description Includes bibliographic references (leaves 24-26). en
dc.description "May 2006." en
dc.description.abstract The effects of instruction in self-questioning skills on comprehension of expository text and on ideas and content and organization traits in writing were explored. The expository reading and writing performance of 19 second grade students in an urban, low SES elementary school receiving instruction in a questioning strategy was compared with a stratified sampling of students from other classrooms in the same school. Pre and post assessments include a graphic organizer to record topic, main idea, and supporting details when reading an article and writing samples scored using the 6 trait analytical rating guide. Students using the strategy made significant progress in reading comprehension of expository text and the ability to use the trait of ideas and content in their writing. However, the positive effect of self-questioning on the use of the ability to use organization in their writing was not supported. en
dc.description.statementofresponsibility by Jo A. Dunlap. en
dc.format.extent 2590663 bytes
dc.format.extent viii, 58 leaves en
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.rights Access restricted to WSU students, faculty and staff en
dc.rights Copyright Jo A.Dunlap, 2006. All rights reserved. en
dc.subject.lcsh Electronic dissertations en
dc.subject.lcsh Cognitive psychology en
dc.title The effects of self-questioning on comprehension of expository text and development of content writing with second grade students en
dc.type Thesis en
dc.identifier.oclc 74171765

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