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Effects of Phrase-Reading Ability, Syntactic Awareness, and Reading Rate on Reading PDF

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Preview Effects of Phrase-Reading Ability, Syntactic Awareness, and Reading Rate on Reading

GGeeoorrggiiaa SSttaattee UUnniivveerrssiittyy SScchhoollaarrWWoorrkkss @@ GGeeoorrggiiaa SSttaattee UUnniivveerrssiittyy Communication Sciences and Disorders Department of Communication Sciences and Dissertations Disorders Fall 8-21-2014 EEffffeeccttss ooff PPhhrraassee--RReeaaddiinngg AAbbiilliittyy,, SSyynnttaaccttiicc AAwwaarreenneessss,, aanndd RReeaaddiinngg RRaattee oonn RReeaaddiinngg CCoommpprreehheennssiioonn ooff AAddoolleesscceenntt RReeaaddeerrss iinn aann AAlltteerrnnaattiivvee SSeettttiinngg Patsy Nomvete Follow this and additional works at: https://scholarworks.gsu.edu/epse_diss RReeccoommmmeennddeedd CCiittaattiioonn Nomvete, Patsy, "Effects of Phrase-Reading Ability, Syntactic Awareness, and Reading Rate on Reading Comprehension of Adolescent Readers in an Alternative Setting." Dissertation, Georgia State University, 2014. doi: https://doi.org/10.57709/6474536 This Dissertation is brought to you for free and open access by the Department of Communication Sciences and Disorders at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Sciences and Disorders Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, EFFECTS OF PHRASE-READING ABILITY, SYNTACTIC AWARENESS, AND READING RATE ON READING COMPREHENSION OF ADOLESCENT READERS IN AN ALTERNATIVE SETTING, by PATSY THOMAS NOMVETE, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. _________________________________ Susan R. Easterbrooks, Ed.D. Committee Co- Chair ______________________________ _____________________________________ Laura D. Fredrick, Ph.D. Peggy A. Gallagher, Ph.D. Committee Co-Chair Committee Member ______________________________ Bridget V. Dever, Ph.D. Committee Member _________________________ Date ______________________________ Laura D. Fredrick, Ph.D. Chairperson, Department of Educational Psychology, Special Education, and Communication Disorders ______________________________ Paul A. Alberto, Ph.D. Dean, College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Patsy Thomas Nomvete Educational Psychology, Special Education, and Communication Disorders College of Education Georgia State University P.O. Box 3979 Atlanta, GA 30302-3979 The directors of this dissertation are: Dr. Susan R. Easterbrooks and Dr. Laura D. Fredrick Educational Psychology, Special Education and Communication Disorders College of Education Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Patsy Thomas Nomvete Email ADDRESS: [email protected] EDUCATION: Ph.D. 2014 Georgia State University Educational Psychology and Special Education M.Ed. 1996 North Georgia College and State University Special Education B.F.A 1991 Brenau University Dance PROFESSIONAL EXPERIENCE: 2013-present Special Education Teacher Douglas County Schools 2005-2006 Douglasville, GA 2006-2013 Graduate Research Assistant Georgia State University Atlanta, GA 2004-2005 Special Education Teacher Cobb County Schools Marietta, GA PRESENTATIONS AND PUBLICATIONS: Waller, K. S., Houchins, D. E., & Nomvete, P. T. (2011). Establishing a school-based mentoring program for youth who are transitioning from a secure facility. Beyond Behavior, 19, 30- 35. Nomvete, P. T., Duchaine, E., & Jolivette, K. (2011, March). Class-wide secondary tier reading interventions: Increasing reading comprehension/engagement with secondary students. 8th International Conference on Positive Behavior Support, Denver, CO. Duchaine, E., Kearley, R., & Nomvete, P. (2011, March). Class-wide secondary interventions for secondary teachers: Overlapping strategies to increase student engagement. 8th International Conference on Positive Behavior Support, Denver, CO. Nomvete, P. T. (2010). School discipline in Florida: Discipline practices leave many children behind. Atlanta, GA: U. S. Commission on Civil Rights Shippen, M. E., Houchins, D. E., & Nomvete, P. (2010). Reading assessment and instruction for students at-risk (5th ed.). In R. Colaru6-sso & C. O’Rourke (Eds.), Special education for all teachers. Dubuque, IA; Kendall Hunt Publishing Company Duchaine, E., & Nomvete, P. (2010, Dec). Universal implementation with secondary tier interventions: Teaching challenging students in alternative classrooms. GAPBS Conference, Atlanta, GA. Nomvete, P. T., & Duchaine, E. (2010, Dec.). Check-in/Check-out: Effectively implementing a secondary tier intervention. GAPBS Conference, Atlanta, GA. Nomvete, P. T., Houchins, D., Jolivette, K., & Waller, K. S. (2010, April) Self-regulated strategy development: Elementary students in a psychoeducational residential facility. CEC 2010 Annual Convention & Expo, Nashville, TN. Waller, K., Houchins, D., Jolivette, K., & Nomvete, P. (2010, April) Improving reading fluency for students with EBD using self-guided, computer-based repeated reading. CEC 2010 Annual Convention & Expo, Nashville, TN. Nomvete, P. T., Josephs, N. L., Waller, K. S., & White, M. W. (2009, April.). Academic mentoring of court-involved youth in a community setting: Lessons learned. CEC’s 2009 Annual Convention & Expo, Seattle, WA. Nomvete, P. T., & Waller, K. S., Houchins, D., & Jolivette, K. (2009, Oct). The effects of procedural facilitators on story elements for students with emotional and behavior disorders in a residential setting. TECBD Conference, Phoenix, AZ. Waller, K. S., Nomvete, P. T., Houchins, D., Jolivette, K., & Miltenberger, S. (2008, Oct). Ending the pipeline to prison through effective reading instruction. The Prison Pipeline: The Intersection of Childhood and the Criminal Justice system Conference, Athens, GA. Jolivette, K., Houchins, D.E., Josephs, N., Waller, K, Hall, T., & Nomvete, P. (2008). Providing educational services in secure settings. L.M. Bullock & R.A. Gable (Eds.), Ensuring a brighter future for troubled children/youth: Challenges and solutions (pp. 193-263). Council for Children with Behavioral Disorders. Arlington, VA: Council for Exceptional Children. Houchins, D.E., Jolivette, K., Nomvette, P., Waller, K., Hall, T., Josephs, N., & White, M. (2007, Oct.). Implications of research in juvenile justice settings: Academic, behavior, and transition considerations for students with special needs. International Conference on Children and Youth with Behavioral Disorders, Dallas, TX. White, M., Nomvete, P. T., & Josephs, N. L. (2007, Oct). No child left behind bars: Research- based reading and behavior interventions for youth in corrections. Georgia Depart of Juvenile Justice: A Prescription for Successful Teaching, Macon, GA. Nomvete, P. T., Waller, K. S., & White, M. (2007, July). No child left behind bars. Correctional Education Association International Conference: Excellence in education, Atlanta, GA. Hall, W. T., Josephs, N. L., Nomvete, P. T. & Waller, K. S. (2006, March). No child left behind bars. CEC State Conference, Macon, GA. PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2006-2012 Council for Exceptional Children Council for Children with Behavior Disorders 2010-Present Society for the Scientific Study of Reading 2007-2009 Educational Advocacy Council Fulton County Juvenile Court Atlanta, GA EFFECTS OF PHRASE-READING ABILITY, SYNTACTIC AWARENESS, AND READING RATE ON READING COMPREHENSION OFADOLESCENT READERS IN AN ALTERNATIVE SETTING by PATSY THOMAS NOMVETE Under the Direction of Dr. Susan Easterbrooks and Dr. Laura D. Fredrick ABSTRACT Many adolescent readers do not acquire adequate reading skills, and over the past 40 years reading scores for adolescent students have not improved (Edmonds, Vaughn, Wexler, Reutebuch, & Cable, 2009; Lee, Grigg, & Donahue, 2007). The purposes of this study were (a) to explore the relationships among phrase-reading ability, passage reading rate, syntactic awareness and reading comprehension of students attending an alternative school, and (b) to investigate whether phrase-reading ability serves as a mediator (i.e., the mechanism that accounts for the relationship between the predictor and the criterion) between reading rate and comprehension, and between syntactic awareness and reading comprehension. Theories of automaticity (LaBerge & Samuels, 1974; Perfetti, 1985) and the structural precedence hypothesis (Koriat, Greenberg, & Kreiner, 2002) provide the theoretical basis for this investigation. To investigate the relation among reading rate, syntactic awareness, phrase-reading ability, and comprehension, a series of assessments was conducted with 70 students who attend an alternative school. The resulting data were analyzed using correlation analysis, hierarchical regression (Pedhazur, 1997), and mediation regression (Baron & Kenny, 1984). The hypotheses for adolescent readers in an alternative setting are: (a) Phrase-reading ability, syntactic awareness, passage reading rate, and reading comprehension will have a positive, significant correlation; (b) Language related variables (i.e., phrasing ability, syntactic awareness) will account for more of the variance in reading comprehension than passage reading rate; (c) Phrase-reading ability, as measured by phrase-level prosody, provides a mechanism or at least partially mediates how passage reading rate affects reading comprehension; (d) Phrase-reading ability, as measured by phrase-level prosody, provides a mechanism or at least partially mediates how syntactic awareness affects reading comprehension. Findings confirmed all hypotheses. Based on these findings, researchers should further investigate contributions that language related skills such as phrase-reading ability and syntactic awareness make to reading comprehension for adolescent readers and whether these findings when disaggregated hold true for students with disabilities and struggling adolescent readers. This investigation brought attention to the need for a standardized terminology concerning reading fluency. INDEX WORDS: Adolescent readers, Students in alternative schools, Students with disabilities, Struggling adolescent readers, Phrase-reading ability, Reading rate, Syntactic awareness, Reading comprehension, Prosody, Reading automaticity. EFFECTS OF PHRASE-READING ABILITY, SYNTACTIC AWARENESS, AND READING RATE ON READING COMPREHENSION OFADOLESCENT READERS IN AN ALTERNATIVE SETTING by PATSY NOMVETE A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Education of Students with Exceptionalities in Department of Educational Psychology and Special Education in College of Education Georgia State University Atlanta, GA 2014

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Nomvete, Patsy, "Effects of Phrase-Reading Ability, Syntactic Awareness, and Reading Rate on Reading Comprehension of Adolescent .. 2 ROLE OF PHRASE-READING ABILITY IN READING COMPREHENSION .. For instance, according to a meta-analysis of 17 reading studies, Gough et al. (1996).
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