THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS

Persistent Link:
http://hdl.handle.net/10150/276472
Title:
THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS
Author:
Levin, Niva, 1958-
Issue Date:
1987
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readability, length, and structure. Each passage contained inconsistencies in the main idea and in the details, and each was followed by ten probe questions. Responses to text inconsistencies were analyzed with percentages, and a non-parametric statistical method was performed on the use of strategies. The results from the study provided additional support for the conceptualization of learning disabled students as inactive learners.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Reading comprehension.; Learning disabled children.; Metacognition.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTHE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTSen_US
dc.creatorLevin, Niva, 1958-en_US
dc.contributor.authorLevin, Niva, 1958-en_US
dc.date.issued1987en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readability, length, and structure. Each passage contained inconsistencies in the main idea and in the details, and each was followed by ten probe questions. Responses to text inconsistencies were analyzed with percentages, and a non-parametric statistical method was performed on the use of strategies. The results from the study provided additional support for the conceptualization of learning disabled students as inactive learners.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectReading comprehension.en_US
dc.subjectLearning disabled children.en_US
dc.subjectMetacognition.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest1331413en_US
dc.identifier.oclc17697049en_US
dc.identifier.bibrecord.b16366773en_US
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