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READING COMPREHENSION AND READING STRATEGIES Rebecca J. Baier A Research Paper Submitted in Partial Fulfillment of the Requirements for the t Master -. o f ~ u ~ o n Degree , r;l Approved: 2 Semester Credits The Graduate School University of Wisconsin-Stout December, 2005
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READING COMPREHENSION AND READING STRATEGIES

Rebecca J. Baier

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the t Master -. o f ~ u ~ o n Degree ,

r;l

Approved: 2 Semester Credits

The Graduate School

University of Wisconsin-Stout

December, 2005

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The Graduate School University of Wisconsin-Stout

Menomonie, WI

Author: Rebecca J. Baier

Title: Reading Comprehension and Reading Strategies

Graduate Degreemajor: MS Education

Research Advisor: Dr. Amy Carole Schlieve

MonthNear: December, 2005

Number of Pages: 53

Style Manual Used: American Psychological Association, sth edition

ABSTRACT

It was hypothesized that students who use reading comprehension strategies while

reading retain more information and comprehend the text better. It was also hypothesized

that students who have good reading comprehension skills perform better on reading

comprehension tests. Fourteen sixth grade students in a small town private school were

identified for this study. The students were given the Qualitative Reading Inventory - 4

reading comprehension pretests after determining their individual reading levels. The

students then began a six-week long study of the Self-Questioning Reading Strategy. At

the conclusion of the study the students were again given the Qualitative Reading

Inventory - 4 reading comprehension posttests. A comparison of the percent correct on

the reading comprehension pretests and posttests was taken. Twelve of the fourteen sixth

grade students demonstrated improvement in the reading comprehension scores. Two of

the fourteen students resulted in no change in the reading comprehension scores. There

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were no students that exhibited a decline in scores. It was concluded that the sixth grade

literature students performed better on the posttests where they used the Self-Questioning

Reading Strategy. Further study recommendations included completing this study on

different age groups or using different reading comprehension strategies.

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The Graduate School

University of Wisconsin-Stout

Menomonie, WI

Acknowledgements

I would like to thank Dr. Amy Carole Schlieve for her assistance and patience in the

process of writing this paper. I would also like to thank my family; Mom, Dad, Joe, Little

Joe, Luke, Hannah, Roger and Orpha for their unending help and support.

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TABLE OF CONTENTS

. . ......................................................................................... ABSTRACT 11

. . ....................................................................................... List of Tables vll

.............................................................................. Chapter I: Introduction 1

.......................................................................... Statement of the Problem 6

................................................................................ Research Hypothesis 6

.......................................................................................... Limitations 7

..................................................................... Chapter 11: Literature Review -8

........................................................................ Chapter 111: Methodology -20

............................................................. Subject Selection and Description 20

.................................................................................. Instrumentation -20

.................................................................... Data Collection Procedures 20

..................................................................................... Data Analysis 21

........................................................................................ Limitations 21

................................................................................ Chapter IV: Results 22

...................................................................................... Item Analysis 23

........................................................................................ Conclusion -36

............................................................................ Chapter V: Discussion 37

......................................................................................... Discussion 37

....................................................................................... Limitations 38

....................................................................................... Conclusions 38

............................................................................... Recommendations 38

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References ............................................................................................ 39

Appendix A: IRE3 Form ........................................................................... -42

....................................................................... Appendix B: Parent Letter -43

............................................................... Appendix C: Consent to Participate 44

...................................... Appendix D: Self-Questioning Strategy for Fiction Text 47

Appendix E: Self-Questioning Strategy for Non-fiction Text ................................. 50

............................................................... Appendix F: Student Profile Sheet 53

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