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Record identifier : 569607
Personal Name - Primary Intelectual Responsibility : Yuen, Joanna
Title and statement of responsibility : Context clue detectives: Empowering students with a self-learning device through the teaching of context clues [Thesis]
Publication, Distribution,Etc. : University of California, Davis, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A
Body granting the degree : , University of California, Davis
Summary or Abstract : Research question. How will the learning of and the application during reading of context clues, including appositives, explicit definition, and prior knowledge, improve students' understanding of new vocabulary as measured by a pre and post reading passage? Subquestion. How will students' opinions about reading and reading strategies change if they learn how to utilize context clues? Research activities. This research explores the use of context clues to gain knowledge of new vocabulary words during reading. Context clues strategies taught during intervention included locating appositives, searching for explicit definitions, and using prior knowledge. Context. The study occurred in a self-contained third grade classroom at a public school. Twelve students out of twenty are English Language Learners (ELL). Six focus students were chosen for this study based on various factors, such as their responses in the pre-intervention interview and their reading level. Methods and data. The three-week intervention took place over a five-week period due to winter break. Prior to intervention, student interviews were conducted to gain insights about attitudes and opinions. In addition, classroom sweeps also began. It continued to the week after intervention. The observational data of classroom sweeps was recorded to keep track of on-task readers. Each intervention week was devoted to one strategy, hence, three weeks. Students were given direct instructions on how to use a context clue strategy on Mondays; followed by guided practice. On Tuesdays, students were engaged in partner work. On Thursdays, students practiced the skill independently. On Fridays, students took an in-the-midst assessment on the focused strategy of that week. After each lesson, students were asked to compare correct and incorrect responses to receive immediate feedback. Data sets include a pre and post intervention assessment, pre and post intervention interviews, in-the-midst data from the three-week intervention, and classroom sweeps. Results. My research findings suggest that teaching students how to use context clues while reading improves their understanding of new vocabulary words. Furthermore, results from classroom sweeps demonstrated students became more attentive to their reading throughout intervention, which implies that they are implementing context clue strategies to assist their reading. Lastly, post intervention interviews suggest students instilled context clues in their awareness to help decipher new words in reading. Grade level. Third Grade Data collection methods. Interview-Attitude, Observation-Student engagement/behavior tallies, Observation-Student, Teacher-made assessment, Student work Curriculum areas. English Language Development, English Language Arts, Reading Instructional Approaches: Reading-Strategies, Class discussion, Cooperative learning, Direct instruction, Think-alouds, Vocabulary development..
Topical Name Used as Subject : Elementary education
: Literacy
: Reading instruction
Information of biblio record : TL
 
 
 
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