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A Literature Approach Program For A Sixth Grade Classroom, Leigh Ann Koenig
A Literature Approach Program For A Sixth Grade Classroom, Leigh Ann Koenig
All Graduate Projects
The purpose of this study was to create a reading program which encourages student-led discussion, exposes students to a variety of genres, and develops higher-level thinking. Strategies for using literature as the foundation of a reading program were examined. Evidence from the review of literature indicated that participation in literature response groups encouraged choice, social interaction, and promoted a deeper level of understanding. Instructional strategies, techniques, planning, and the role of the instructor in a literature program were dis.:ussed.
The Use Of Visual Arts For The Development Of Learning Activities For Teaching And As Model For Future Testing Of Four Areas Of Reading Comprehension, Thomas S. Wright
The Use Of Visual Arts For The Development Of Learning Activities For Teaching And As Model For Future Testing Of Four Areas Of Reading Comprehension, Thomas S. Wright
All Graduate Projects
The use of visual arts as a method for teaching vocabulary comprehension, literal comprehension, interpretive comprehension, and evaluative comprehension was investigated. Literature was cited on individuals and programs using visual arts as a method of teaching reading. Visual art related learning activities were developed from this information for use by classroom teachers and for future testing.
Reading Comprehension Learning Center, Pamela Joy Krocker
Reading Comprehension Learning Center, Pamela Joy Krocker
All Graduate Projects
The purpose of this project was the development of a reading comprehension learning center that reinforces comprehension skills at the literal, inferential, and evaluative levels, and which also provides practice with basic and sight vocabulary. The contents of this project included a review of the literature related to the topic, a description of objectives on which the cards were based, a description of the materials and methods used to construct the project, and an explanation of how to utilize the project in a primary classroom. Examples of the project including color photographs of the parts of the project that were …
Computer Assisted Instruction As Reinforcement To Initial Reading Instruction, Deborah Lemke
Computer Assisted Instruction As Reinforcement To Initial Reading Instruction, Deborah Lemke
All Graduate Projects
Computer drill and practice reading programs were developed to supplement basal instruction in first grade. The project was created to provide drill and practice on basal vocabulary and promote sight word acquisition. Five program types were developed. The programs were sequential in level of difficulty. Students were required to complete a sentence from which a word had been omitted. Responses varied from choosing from two given vocabulary words, choosing from familiar and unfamiliar rhyming words, and completing the spelling of a word.
Reading Strategies For Content Teachers, Constance Dallman Luna
Reading Strategies For Content Teachers, Constance Dallman Luna
All Graduate Projects
This project, designed for content teachers wishing to improve their students' reading skills, includes lesson plans, procedures, and materials for learning modules in the following content field reading problem areas: readability, vocabulary, diagnosis, questioning, using the textbook, organizing for instruction, and notetaking and listening. The key recommendation was that the project be seen as an evolving process and not as an end product.
Personalized Reading Program For Intermediate Grades, Pamela Kay Kelly
Personalized Reading Program For Intermediate Grades, Pamela Kay Kelly
All Graduate Projects
As the reading specialist in an elementary school, it was my responsibility to assist the classroom teachers with their reading program; specifically, with those students who were having difficulty. It was not feasible for me to meet with all who needed help; at the most, I could help forty-three students per week. The pace at which I had to function to assess and meet their individual needs became too great. In view of this situation, the following program was designed to stimulate every intermediate student's desire to read and to do so at his own pace.