The Power Of Clarifying 03
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Transcript of The Power Of Clarifying 03
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Power of Clarifying: A Comparative Analysis of Strategies
That Strengthen Comprehension
Presenter: Andrew LiawInstructor: Dr. Pi-Ying Hsu
Dec. 10, 2009
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Citation
• Lubliner, S. (2002). The power of clarifying: A comparative analysis of strategies that strengthen comprehension. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.
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Content
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Introduction
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(Nagy, 1988; Baker, et al., 1995)
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Introduction
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(McKeown, 1986; Stanovich, 1988)
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Rationale
• Cognitive strategy : QuestioningIt is clearly conceptualized in the cognitive strategy literature, and methods of questioning instruction are explicitly defined.
(Dunkin, 1978)
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Rationale
• Cognitive strategy : Clarifying It is possible that inadequate teacher understanding of the clarifying strategy resulted in ineffective instruction and limited implementation by students (Rosenshine & Meister, 1994)
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Purpose
• to compare the relative effectiveness of
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a) questioning,b) clarifying, and
c) combination,on students’ reading comprehension and word comprehension encountered during reading
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Research Questions
1. Which treatment, questioning, clarifying, a combination of questioning and clarifying, or the control condition results in the highest mean scores in reading comprehension and word comprehension measured by the Gates MacGinitie and the researcher-designed tests?
results indicated the clarifying condition could benefit students in both dependent measures
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Research Questions
2. What is the relative effectiveness of questioning, clarifying, a combination of questioning and clarifying, or the control condition on students of varying proficiency levels?
results indicated the questioning condition could benefit students the most
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Methodology
• Research Design• Participants
• Questioning groups (QP)• Clarifying groups (CLP)• Combination of questioning and clarifying
groups (CQCG)• Control groups (COG)
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students
teachers
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Research Design
R
X
X
X
No-X
Y
Y
Y
No-Y
O1
O2
O3
O4
Quasi-experimental design
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Research Design
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Participants
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Participants
•
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2-hr training after school
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Questioning Groups
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Signal words
Questioning stems
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Clarifying or Combination Groups
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Clarifying or Combination Groups
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Completely unknown
Partial word
knowledge
well known
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Questioning and Clarifying Groups
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Control Groups
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(Keene & Zimmermann,1997)
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Instrumentation
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Stanford 9 (SAT 9)
a) Reading comprehension,b) vocabulary, c) language subtest
Gates MacGinitie Reading (Form K)
Two forms of Researcher-
designed tests
a) reading comprehension,b) vocabulary
from American Will Be
not included in instructional materials
achievement test pre- and post- tests
Three types of reading and word comprehension tests
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Two forms of Researcher-designed Tests
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Validity & Reliability
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Excerpt from the Researcher-designed Tests
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Note 1
Note 2
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Results
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participants
a flu epidemic
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Results
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A range of students’ scores was from 3 to 28.The CLG ended the highest adjusted mean scores.
Overall 193 17.99
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Results
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A small effect (Cohen’s d= .28) was in favor of the CLG to the COG.
Clarifying groups
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Results
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A range of students’ scores was from 0 to 10.CLG’s adjusted mean scores were higher than the other groups’.
Overall 193 5.55 2.18
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Results
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The CLG’s scores were higher than the other groups’ (Cohen’s d ranging from .42 to .62).
Clarifying groups
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Results
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Questioning groups
Clarifying groups
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Results
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Clarifying groups
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Discussion and Conclusion
• Practicality of Clarifying Strategy Instruction in Schools
• Effectiveness of Combined Strategy Instruction
• Limitations and Directions for Future Research
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Practicality of Clarifying Strategy Instruction in Schools
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Why readily?
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Effectiveness of Combined Strategy Instruction
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Why not?
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Limitations and Directions for Future Research
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Reflections
1. the level of the context of the reading
2. missing the overall statistic values
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?
X
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Reflections
3. wrong description on p 20
4. The intact classes might confuse the analysis .
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X
X
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Reflections
5. The Stoplight activity can be utilized in a vocabulary acquisition course.
6. readily implemented in my research
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√
√
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