Instructional practices leading to reading success
Title:
Instructional practices leading to reading success
JLCTITLE245:
by M. Elaine Monaghan.
Personal Author:
Publication Information:
1996.
Physical Description:
v, 64 leaves ; 28 cm
General Note:
"A project submitted in partial fulfillment of the requirements for the degree of Master of Education, School of Education, Liberal Arts and Science, University of Alaska Southeast."
"April 1996."
Dissertaton Note:
Thesis (Master of Education)--University of Alaska Southeast, 1996.
Abstract:
"In this report, a learning assistance teacher shares her observations of what transpired during daily lessons over the course of a five and a half month case study which was designed to identify instructional practices that would promote successful reading experiences for an intermediate student. The subject of the case study, an intelligent fourth grade boy with identified auditory processing and short term memory deficits, had, as his father before him, experienced significant delay in learning to read. While conducting the case study, the researcher: combed the literature in search of current theory and recommended instructional practices for disabled readers, identified the subject's reading competencies and needs, and implemented an individualized reading program which was tailored to foster and support accelerated growth."
Bibliography Note:
Includes bibliographical references (leaves 56-57).
Contents:
Abstract -- Statement of Intent -- Rationale -- Procedures and Process -- Results / Insights and Actions -- Meta-analysis -- Bibliography -- Appendix A: Interview Questions -- Appendix B: The Snoopy Reading Attitude Survey -- Appendix C: Oral Reading Record -- Appendix D: Vowel Key.