List-group-label as a reading comprehension strategy to help students see that there may be more than one way to look at the world
Term
2008
Capstone
Thesis
Degree Name
MAT
Abstract
The research question addressed in this project is: Does the List-Group-Label strategy improve students' social studies nonfiction comprehension at the word-level? This strategy was chosen because it enables children to share their prior knowledge about a topic with others through cooperative group work. The National Urban Alliance, which works with the researcher's district, suggests List-Group-Label as a strategy to help all students become successful readers. Through a mixed-methodology case study using a pre-experimental design, the researcher determined the List-Group-Label strategy is effective in increasing fourth grade students' comprehension at the word-level. The List-Group-Label strategy is particularly effective for females and low and middle achieving students. The researcher gathered metacognitive information from students through response journals and created a descriptive narrative of the students' responses which explored students' use of the List-Group-Label strategy.
Recommended Citation
Horstman, Matthew H. C., "List-group-label as a reading comprehension strategy to help students see that there may be more than one way to look at the world" (2008). School of Education and Leadership Student Capstone Theses and Dissertations. 747.
https://digitalcommons.hamline.edu/hse_all/747