The effects of schema-theoretical study strategies on reading comprehension and vocabulary development of seventh grade students
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Abstract
This study investigates the effect of teaching students at the seventh grade level, two clusters of strategies to improve comprehension and vocabulary development. Pretests were administered to both groups prior to treatment. Subsequent treatment for a four month period consisted of instruction in the two clusters of schema theoretical strategies. This treatment was given to the experimental group only while the control group was taught according to the dictates of a traditional basal. Following the period of treatment, posttests comparable to the pretests were administered. Approximately seventeen days later, delayed posttests, were given...
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Dissertation (Ed.D.)--Boston University
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