Graduation Year
2023
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Jenifer J. Schneider, Ph.D.
Committee Member
Elizabeth Burke Hadley, Ph.D.
Committee Member
Patriann Smith, Ph.D.
Committee Member
John Ferron, Ph.D.
Keywords
Literacy, Single Case Experimental Design, Text Features, Intermediate Readers
Abstract
In this dissertation, I present the findings from the implementation of aninformational text reading comprehension intervention. Using a single-case multiple baselines across participants’ experimental design, I examined results from three small heterogeneous groups of three to four students during the literacy block in a suburban fourth-grade classroom in a large school district in the southeastern United States. I designed a multi-component intervention with explicit instruction of informational text features to investigate the impacts on intermediate students’ oral retell and main idea statements. My research was guided by the following questions: (1) To what extent does participation in ITMI improve fourth-grade students’ oral retell scores? (2) To what extent does participation in ITMI improve fourth-grade students’ main idea statement scores? (3) To what extent do fourth-grade students who are participating in ITMI demonstrate changes in their reading comprehension as measured with pretest and posttest assessment? The results inform efforts to increase informational text comprehension for students in the intermediate grades.
Scholar Commons Citation
Noel, Lesley S., "The Effects of a Multicomponent Informational Text Reading Intervention on Comprehension: A Multiple Baseline Study" (2023). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9991
