Date of Award/Publication
5-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
Abstract
This study aimed to compare different pre-reading strategies that improve students’ comprehension. This research determined that teachers who activated students’ prior knowledge before reading enhanced their students’ comprehension. Data was collected through observation of students utilizing three different pre-reading strategies, an interview with a classroom teacher, and a multiple-choice comprehension quiz. The study reveals that students benefited from the book feature walk pre-reading strategy the greatest because students’ prior knowledge and peer interaction were used the greatest. Teachers’ implications include knowing the pre-reading strategy that will be the most efficient and knowing the text for students to successfully comprehend the provided text.
Recommended Citation
Marinaccio, Jessica, "The Most Effective Pre-reading Strategies for Comprehension" (2012). Education Masters. Paper 208.
https://fisherpub.sjf.edu/education_ETD_masters/208
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.