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The Effects of the Directed Reading-Thinking Activity
on EFL Students' Referential and Inferential Comprehension
The Effects of the Directed Reading-Thinking Activity
on EFL Students' Referential and Inferential Comprehension
Presenter: Andrew LiawInstructor: Dr. Pi-Ying Hsu
Oct. 29, 2009
Presenter: Andrew LiawInstructor: Dr. Pi-Ying Hsu
Oct. 29, 2009
CitationCitation
El-Koumy, A. (2006). The Effects of the
Directed Reading-Thinking Activity on
EFL Students' Referential and Inferential
Comprehension. (ERIC Document Reproduction Service No. ED502645)
El-Koumy, A. (2006). The Effects of the
Directed Reading-Thinking Activity on
EFL Students' Referential and Inferential
Comprehension. (ERIC Document Reproduction Service No. ED502645)
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ContentContent
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IntroductionIntroduction
Problems in comprehension could be a result of the lack of instruction in reading comprehension strategies.
(Thompson, 1993)
Problems in comprehension could be a result of the lack of instruction in reading comprehension strategies.
(Thompson, 1993)
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IntroductionIntroduction
Experimental LiteratureStauffer, the father of the DR-TA, and
Hammond (1969) conducted large-scale quantitative studies into the effectiveness of the language experience approach which involved the DR-TA .
Experimental LiteratureStauffer, the father of the DR-TA, and
Hammond (1969) conducted large-scale quantitative studies into the effectiveness of the language experience approach which involved the DR-TA .
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IntroductionIntroduction
Theoretical LiteratureDR-TA is a strategy for building
independent readers.
(Tierney, Readence & Dishner, 1995)
Theoretical LiteratureDR-TA is a strategy for building
independent readers.
(Tierney, Readence & Dishner, 1995)
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IntroductionIntroduction
Theoretical LiteratureDR-TA extends reading to higher-order
thought processes and provides teachers with a great deal about each student's ideas, thought processes, prior knowledge and thinking skills. (Tankersley, 2005)
Theoretical LiteratureDR-TA extends reading to higher-order
thought processes and provides teachers with a great deal about each student's ideas, thought processes, prior knowledge and thinking skills. (Tankersley, 2005)
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Directed Reading-Thinking ActivityDirected Reading-Thinking Activity
Research HypothesesResearch Hypotheses
Null Hypothesis 1 ： There would be no statistically significant difference (α ≤ 0.05) in the first-year secondary stage EFL students' referential reading comprehension.
Null Hypothesis 1 ： There would be no statistically significant difference (α ≤ 0.05) in the first-year secondary stage EFL students' referential reading comprehension.
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the difference was statistically significant (t =2.29, p < 0.05)
Research HypothesesResearch Hypotheses
Null Hypothesis 2 ： There would be no statistically significant difference (α ≤ 0.05) in the first-year secondary stage EFL students' inferential reading comprehension.
Null Hypothesis 2 ： There would be no statistically significant difference (α ≤ 0.05) in the first-year secondary stage EFL students' inferential reading comprehension.
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the difference was statistically significant (t= 3.11, p < 0.05)
MethodologyMethodology
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Research Design
SubjectsSubjects
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InstrumentInstrument
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Grimm’s
fairy tales
Grimm’s
fairy tales
Reading
comprehension test
Reading
comprehension test
10 reading questions
http://en.wikisource.
org/wiki/Grimm
%27s_Fairy_Tales
Examples of InstrumentExamples of Instrument
The five referential questions involved like:identifying the antecedent of a personal pronoun
The five inferential questions involved like:
inferring the implied main idea in the tale
The five referential questions involved like:identifying the antecedent of a personal pronoun
The five inferential questions involved like:
inferring the implied main idea in the tale
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a person ( who/ which) is singing
it seems the rich are always happy
Validity & Reliability Validity & Reliability
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Volunteer TeacherVolunteer Teacher
in implementing the Directed Reading- Thinking Activity
regularly to help him overcome any difficulties that might appear during the experiment
in implementing the Directed Reading- Thinking Activity
regularly to help him overcome any difficulties that might appear during the experiment
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Trained
Visited
MaterialsMaterials
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experimental group
control group
Results & DiscussionResults & Discussion
Results of the MANOVA for Referential and Inferential Reading Comprehension on the Pre-test
F values were not significant at the 0.05 level. Therefore, the two groups were equivalent
Results of the MANOVA for Referential and Inferential Reading Comprehension on the Pre-test
F values were not significant at the 0.05 level. Therefore, the two groups were equivalent
source Dependent variables
Sum of squares
DF Mean Square
F
Group REF .18 1 .18 .04INF .16 1 .16 .03REF 321.69 70 4.59INF 362.06 70 5.17REF 392.32 71INF 361.41 71
Error
Corrected Total
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Results & DiscussionResults & Discussion
Results of the MANOVA for Referential and Inferential Reading Comprehension on the Post-test
F values were significant at the 0.05 level. Therefore, the t-test was used.
Results of the MANOVA for Referential and Inferential Reading Comprehension on the Post-test
F values were significant at the 0.05 level. Therefore, the t-test was used.
source Dependent variables
Sum of squares
DF Mean Square
F
Group REF 18 .57 1 18.57 4.89INF 35.17 1 35.17 8.73REF 266.229 70 4.80INF 282.050 70 4.03REF 336.346 71INF 287.656 71
Error
Corrected Total
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Results & DiscussionResults & Discussion
The T-Value of the Difference in the Mean Scores between the Experimental group and the Control Group for Referential comprehension
the difference was statistically significant (t =2.29, p < 0.05)
The T-Value of the Difference in the Mean Scores between the Experimental group and the Control Group for Referential comprehension
the difference was statistically significant (t =2.29, p < 0.05)
Group N M SD DF T
Experimental
36 6.64 1.60 70 2.29
36 5.55 2.33Control
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Results & DiscussionResults & Discussion
The T-Value of the Difference in the Mean Scores between the Experimental group and the Control Group for Inferential comprehension
the difference was statistically significant (t= 3.11, p < 0.05)
The T-Value of the Difference in the Mean Scores between the Experimental group and the Control Group for Inferential comprehension
the difference was statistically significant (t= 3.11, p < 0.05) 21
Group N M SD DF T
Experimental
36 6.84 1.67 70 3.11
36 5.42 3.13Control
ConclusionsConclusions
LimitationsLimitations
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Reflections Reflections
？gender issue？a real random sampling？no consent forms to parents？72 of the participants enough to skip the
semi-structured interview？the equivalent level between
“the Student’s Book” for teaching and “the achievement test derived online”
？gender issue？a real random sampling？no consent forms to parents？72 of the participants enough to skip the
semi-structured interview？the equivalent level between
“the Student’s Book” for teaching and “the achievement test derived online”
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Reflections Reflections
DR-TA DL-TA Directed Reading-Thinking Activity
Directed Listening-Thinking Activity
DR-TA DL-TA Directed Reading-Thinking Activity
Directed Listening-Thinking Activity
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Happy Halloween !