Date of Award
1-1-2019
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational and Counseling Psychology
Program
Educational Psychology and Methodology
Content Description
1 online resource (xiii, 224 pages) : illustrations.
Dissertation/Thesis Chair
Lynn Gelzheiser
Committee Members
Glenn Deane, Tammy Ellis-Robinson
Keywords
Reading comprehension, Reading (Elementary)
Subject Categories
Educational Psychology
Abstract
This study investigated the relationship between teachers’ comprehension monitoring strategies instruction and students’ reading comprehension in the context of the Interactive Strategies Approach –Extended intervention (ISA-X, Gelzheiser et al., 2011). In the ISA-X, the teachers were encouraged to provide third and fourth grade students with comprehension monitoring strategies instruction, which was called “Mix up? Fix up!” (MUFU) strategies instruction. The study focused on students who had grade-appropriate reading accuracy but limited reading comprehension.
Recommended Citation
Wang, Shufen, "The effects of comprehension monitoring strategies instruction from the Interactive Strategies Approach-Extended on intermediate-grade struggling readers' reading comprehension" (2019). Legacy Theses & Dissertations (2009 - 2024). 2406.
https://scholarsarchive.library.albany.edu/legacy-etd/2406