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Reading Aloud Expository Text to First- and Second-Graders A Comparison of the Effects on Comprehension of During- and After-Reading Questioning

Heisey, Natalie Denise (2009) Reading Aloud Expository Text to First- and Second-Graders A Comparison of the Effects on Comprehension of During- and After-Reading Questioning. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The purpose of this study was to compare the effects of questioning during a read-aloud and questioning after a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second grade classrooms were engaged in three read-aloud sessions. One group was engaged in discussion of text ideas during reading, while the other group engaged in discussion only at the conclusion of the read-alouds. After-story posttest results revealed minimal differences in scores between groups. However, students in the during-reading group demonstrated statistically significant differences in their pretest/posttest gain scores. This suggests that the cumulative effect of exposing students to multiple texts focusing on the work scientists do did affect students' building a robust representation of text ideas. Furthermore, these results suggest that pairing thematically-related texts with discussion during the read-aloud, cuing students to important ideas and encouraging text-to-text connections as they are encountered, was more beneficial than engaging students in similar discussion after reading.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Heisey, Natalie Denisendh8@pitt.eduNDH8
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKucan, Lindalkucan@pitt.eduLKUCAN
Committee MemberBeck, Isabelibeck@pitt.eduIBECK
Committee MemberCartier, Jenniferjcartier@pitt.eduJCARTIER
Committee MemberPingel, Louispingel@pitt.eduPINGEL
Committee MemberHamilton, Rebeccarhamilto@pitt.eduRHAMILTO
Date: 17 June 2009
Date Type: Completion
Defense Date: 6 April 2009
Approval Date: 17 June 2009
Submission Date: 22 April 2009
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: expository text; primary grades; read alouds; informational tradebooks; text-based discussion
Other ID:, etd-04222009-141334
Date Deposited: 10 Nov 2011 19:41
Last Modified: 15 Nov 2016 13:41


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