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Theses/Dissertations

Elementary Education

The College at Brockport: State University of New York

Teacher strategy

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Full-Text Articles in Education

Independent Student Literacy Activities: What Takes Place During Guided Reading, Natalie Joanne Humphrey Dec 2009

Independent Student Literacy Activities: What Takes Place During Guided Reading, Natalie Joanne Humphrey

Education and Human Development Master's Theses

This study investigates the independent activities teachers assign their students during Guided Reading instruction, as well as their rationale for choosing these activities and determining their efficacy. The research focused on elementary school students from a culturally homogenous rural, Western New York school district. The researcher used a variety of data-collection methods, including a brief survey, semi-structured interviews, and classroom observation. Fifteen teachers participated in this study, with all observations occurring within teachers’ classrooms. The researcher discovered several themes in students’ independent work, including working with a partner/small group, focusing on subjects other than literacy to address lack of ...


Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra Dec 2002

Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra

Education and Human Development Master's Theses

This study was designed to analyze the effect of guided reading on second graders reading achievement. This study also examined the effect guided reading had on students' attitude towards reading.

The subjects included forty-two second graders from a rural school in western New York. There were two second grade classes who participated in the study. The experimental group received guided reading. The control group did not.

The researcher used Running Reading Records as the tool to determine the students' reading level. The students Running Reading Records were taken at the beginning of the study and again at the end of ...


The Degree To Which Student Self-Selection Of Literature From A Variety Of Genres Is Influenced By Teacher-Led Book Talks, Shawn L. Ranney May 2002

The Degree To Which Student Self-Selection Of Literature From A Variety Of Genres Is Influenced By Teacher-Led Book Talks, Shawn L. Ranney

Education and Human Development Master's Theses

The purpose of this study was to determine the effectiveness of teacher-led book talks in positively influencing students to select literature from a variety of genres. The subjects of this study consisted of twenty-four fifth grade students from a suburban elementary school in western New York who were exposed to teacher-led book talks designed to present a variety of literary genres.

Within a weekly cycle, participants were exposed daily to teacher-led book talks, a whole class brainstorming session, and a journal prompt intended to guide their reflections on a particular genre. The teacher-led book talks were comprised of oral readings ...


A Comparison Of Fifth Grade Students’ Listening Behaviors Using Two Presentation Techniques: Storytelling And Read Aloud, Krista M. Schaller Aug 2000

A Comparison Of Fifth Grade Students’ Listening Behaviors Using Two Presentation Techniques: Storytelling And Read Aloud, Krista M. Schaller

Education and Human Development Master's Theses

The purpose of this study was to investigate the effects of storytelling and reading aloud on fifth grade students' listening behaviors and preference of presentation technique. What presentation technique motivates a student to listen and what could we expect to observe when this is occurring?

The subjects were from two different classrooms. There were 23 from one fifth grade class and 24 from the other classroom. They remained in their own classrooms for the procedure. The students were presented with the telling of two stories told by the same professional storyteller. One story had been memorized and was told without ...


Partner Reading: A Constructivist Based Approach To Developing Reading Skills In The Elementary Grades, Susan Wierzbowski Nov 1999

Partner Reading: A Constructivist Based Approach To Developing Reading Skills In The Elementary Grades, Susan Wierzbowski

Education and Human Development Master's Theses

The purpose of this study was to determine whether partner reading can elicit a high level of comprehension of text while utilizing a style of learning that is natural for young children. A comparison between the partner reading technique and the traditional basal reading method on student comprehension was studied. Twenty-three second grade students from two classrooms were tested on two story selections. A counterbalance design was applied so that each story was presented in both the traditional teacher centered basal method and the partner reading technique. The questions which followed tested literal, interpretive, critical, and creative thinking. The partner ...


Assessment Of Growth Of Moral Development In Children Through Literature, Hilary Kretzer Jun 1997

Assessment Of Growth Of Moral Development In Children Through Literature, Hilary Kretzer

Education and Human Development Master's Theses

The purpose of this study is to determine the effect of children’s literature on moral growth in 3rd grade students. Twenty-eight 3rd graders from a suburban western New York school were examined, including 11 boys and 17 girls ages 8-9. The researcher uses a student survey to gauge initial student opinions/attitudes about honesty and respect. Students then undergo an 11 day classroom program in which they focus on those values through children’s literature. Results were mixed, with some students expressing confusion over survey questions, however, 31% of subjects showed an increase in their moral development ...


A Description Of The Read Aloud Practices Of Elementary School Teachers, Leslie H. Kociuba May 1991

A Description Of The Read Aloud Practices Of Elementary School Teachers, Leslie H. Kociuba

Education and Human Development Master's Theses

This study was designed to examine the read aloud practices of elementary school teachers. It also looked at those practices in regards to the differences exhibited between the different grade levels, and the teachers' different philosophies of reading instruction.

Thirty-one teachers responded to a questionnaire designed to elicit their read aloud behaviors. The responses were recorded, tallied, and categorized according to the frequency and the similarities of the responses. These responses were then descriptively analyzed according to the three questions posed by the researcher.

The findings revealed that many teachers are using the read aloud activity as a part of ...


Should Modality Be A Consideration In The Selection Of An Approach To Beginning Reading?, Shirley Bethlehem Wallace Aug 1978

Should Modality Be A Consideration In The Selection Of An Approach To Beginning Reading?, Shirley Bethlehem Wallace

Education and Human Development Master's Theses

The purpose of the study was to examine the results of an effort to select an approach to first-grade reading for each child in accordance with his modality strength as determined by an informal modality test. In their kindergarten year, 60 middle-class children with at least average intelligence were given three readiness tests, the Peabody Picture Vocabulary Test, Metropolitan Readiness Tests, and an informal modality test. Children were grouped (four groups) for first-grade reading instruction on the basis of their scores on the informal modality test. Those whose scores indicated an auditory strength were instructed via the Open Court Correlated ...


A Research Review Of Literature On Learning Modalities, Richard G. Longhouse May 1975

A Research Review Of Literature On Learning Modalities, Richard G. Longhouse

Education and Human Development Master's Theses

In this paper, the author examines both the history of learning modalities in reading instruction and contemporary research in using modalities to strengthen learning. He finds that while learning modality is an interesting concept, evidence regarding research questions about correlations between factors (i.e. cross-modal transfer, skill, general intelligence, chronological development, inter-sensory integration) remains indeterminate. As a result, while the research affirms the relevance of modality studies to reading instruction, the author maintains that there is not enough evidence to make them a focus of contemporary reading instruction.