THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS
| dc.contributor.author | Levin, Niva, 1958- | |
| dc.creator | Levin, Niva, 1958- | en_US |
| dc.date.accessioned | 2013-03-28T10:05:55Z | |
| dc.date.available | 2013-03-28T10:05:55Z | |
| dc.date.issued | 1987 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/276472 | |
| dc.description.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. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Reading comprehension. | en_US |
| dc.subject | Learning disabled children. | en_US |
| dc.subject | Metacognition. | en_US |
| dc.title | THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 17697049 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1331413 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Special Education and Rehabilitation | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b16366773 | en_US |
| refterms.dateFOA | 2018-06-29T19:06:58Z | |
| html.description.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. |
