Using Higher Order Thinking Skills To Improve Reading Comprehension [electronic resource] / Katheryne Hendricks and Others.
This paper describes a program for using higher order thinking skills to improve reading comprehension. The targeted population consists of seventh- and eighth-grade junior high school students in a stable middle class community, located in a southwestern suburb of Chicago. Reading comprehension dif...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Subjects: |
MARC
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| 100 | 1 | |a Hendricks, Katheryne. | |
| 245 | 1 | 0 | |a Using Higher Order Thinking Skills To Improve Reading Comprehension |h [electronic resource] / |c Katheryne Hendricks and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 92 p. | ||
| 500 | |a ERIC Document Number: ED398538. | ||
| 500 | |a ERIC Note: M. A. Project, Saint Xavier University. |5 ericd. | ||
| 520 | |a This paper describes a program for using higher order thinking skills to improve reading comprehension. The targeted population consists of seventh- and eighth-grade junior high school students in a stable middle class community, located in a southwestern suburb of Chicago. Reading comprehension difficulties were documented through data obtained from standardized tests, text- and teacher-made comprehension assessments, and student/teacher surveys. Analysis of probable cause data revealed that students' lack of skills may be related to cultural diversity, a decrease in funding, increased mobility, a growing gang influence, a decline in the valuing of reading, shifts in motivation and goals, school attendance, and a lack of prior knowledge. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: the use of higher order questioning techniques, the establishment of journal writing, and the use of graphic organizers to develop higher order thinking skills. The intervention proved successful as evidenced by test results. Posttest scores demonstrated measurable growth in reading comprehension for all three groups. (Contains 8 tables, 6 figures, and 41 references; 20 appendixes are attached, including surveys, webs, charts, and diagrams.) (Author/CR) | ||
| 650 | 0 | 7 | |a Action Research. |2 ericd. |
| 650 | 1 | 7 | |a Critical Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Graphic Organizers. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Journal Writing. |2 ericd. |
| 650 | 0 | 7 | |a Junior High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Questioning Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Reading Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Reading Writing Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Thinking Skills. |2 ericd. |
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