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dc.contributor.authorSavery, Natalie
dc.date.accessioned2013-08-29T03:09:16Z
dc.date.available2013-08-29T03:09:16Z
dc.date.issued2012
dc.identifier.urihttps://hdl.handle.net/10652/2307
dc.description.abstractThis small-scale action research within a tertiary music bridging programme with language, literacy and numeracy (LLN) embedded examined the effect of reading comprehension strategies instruction for raising adult reading levels. In particular, this study investigated the efficacy of targeted reading strategies instruction on improving the components of reading underpinning comprehension and critical reading of text. A cyclical model of action research methodology involving typical reconnaissance, implementation and evaluation phases was conducted, employing multiple mixed methods of data collection including reading testing and surveys. The results showed slight reading gains within the small student sample, and evidence of improvements across the targeted components of reading. These results suggested that targeted reading comprehension strategies instruction may be a valid approach for raising adult learner reading levels in tertiary contexts. However, further research with a larger sample size and in different disciplines is required. The action research process enabled the development and refinement of a reading pedagogical model that provides a framework for educators embedding literacies in foundation or mainstream tertiary programmes.en_NZ
dc.language.isoenen_NZ
dc.relation.urihttp://journal.aall.org.au/index.php/jall/article/view/181.en_NZ
dc.subjectreading comprehensionen_NZ
dc.subjectreading strategiesen_NZ
dc.subjectliteracyen_NZ
dc.subjectLLNen_NZ
dc.subjectliteracies embeddingen_NZ
dc.subjecttargeted literacy strategies instructionen_NZ
dc.subjectreading model.en_NZ
dc.titleTargeted reading comprehension strategies instruction for raising reading levels in tertiary contextsen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holder© 2012 N. Saveryen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationSavery, N. J. (2012). Targeted reading comprehension strategies instruction for raising reading levels in tertiary contexts. Journal of Academic Language & Learning. 6 (1).en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleJournal of Academic Language & Learningen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms52662


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