Reading comprehension improvement when readers use pictures and reciprocal questioning to activate and build schemata

The effects of a sequential and cumulative set of activities designed to build and activate schemata were investigated with sixth- to tenth-grade students who decoded adequately, but comprehended at least two years below grade level. The interventions consisted of exploring concepts extractable from a picture, first by means of teacher-led questioning (B), then by an interactive process within the reading group called reciprocal questioning about the picture (D). The final intervention included reciprocal questioning about a passage whose theme the picture depicted (E).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Croll, Valerie J.

Contributors dc:contributor

• Heal, Laird W.

• Education, Special
• Education, Secondary
• Education, Reading

Statement dc:rights

• Copyright 1990 Croll, Valerie Joan

Language dc:language

eng

Identifier

AAI9026164
(UMI)AAI9026164

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/18960