Date of Award

5-24-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

William Kerns

Second Advisor

Kent Layton

Abstract

The sequential mixed-methods study was conducted to examine the effects of a transactional intervention with emphasis on background knowledge, questioning, and motivation, that galvanize the meaning of the construction process to internalize strategies, promote engaging discussion of the text, and shift students from the observer to the participant, to the mediator. Participants included two fourth grade teachers, thirty-nine fourth grade students, and twelve fourth grade students who were selected from the thirty-nine to participate in the qualitative phase of the study. Quantitative data pre-and post-data were collected to assess student's cognition and motivation. Quantitative data revealed the intervention influenced background knowledge and comprehension. The intervention did not influence motivation and questioning. Qualitative data revealed overall results from the present study indicate that participation in the transactional discussion group supported students' background knowledge. Overall results from the present study indicate that participation in the transactional discussion did not support students' use of questioning to comprehend text. Overall results showed students were motivated each week throughout the study.

Download

Share

COinS