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dc.contributor.advisorKear, Dennis J.en_US
dc.contributor.authorDunlap, Jo A.
dc.date.accessioned2006-11-23T02:41:17Z
dc.date.available2006-11-23T02:41:17Z
dc.date.copyright2006
dc.date.issued2006-05
dc.identifier.othert06040
dc.identifier.urihttp://hdl.handle.net/10057/257
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.descriptionIncludes bibliographic references (leaves 24-26).en
dc.description"May 2006."en
dc.description.abstractThe 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.statementofresponsibilityby Jo A. Dunlap.en
dc.format.extent2590663 bytes
dc.format.extentviii, 58 leavesen
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsAccess restricted to WSU students, faculty and staffen
dc.rightsCopyright Jo A.Dunlap, 2006. All rights reserved.en
dc.subject.lcshElectronic dissertationsen
dc.subject.lcshCognitive psychologyen
dc.titleThe effects of self-questioning on comprehension of expository text and development of content writing with second grade studentsen
dc.typeThesisen
dc.identifier.oclc74171765


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