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Small Group Reading Comprehension to Support Comprehension.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Small Group Reading Comprehension to Support Comprehension./
Author:	Russo, Isabella.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	59 p.
Notes:	Source: Masters Abstracts International, Volume: 84-01.
Contained By:	Masters Abstracts International84-01.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256460
ISBN:	9798834066705

Small Group Reading Comprehension to Support Comprehension.
Russo, Isabella.

Small Group Reading Comprehension to Support Comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 59 p.

Source: Masters Abstracts International, Volume: 84-01.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2022.

This item must not be sold to any third party vendors.

My presentation will be aligning with the research that I have conducted in accordance with my thesis. The findings present the answer to my research question: how can teachers ensure that students are independently implementing new reading strategies on their own in order to strengthen and grow their comprehension skills? In addition to this research question, this study also examines related questions: How would the teacher's scaffolding affect text-based and higher-level thinking amongst the students? In what ways can the students discuss the text that can lead to an ongoing conversation to increase their comprehension of texts? What kind of student conversations and thinking would be observed?. I conducted this study within my 4th grade classroom. The participants in the study were four female students who have been identified as reading below grade level based on various assessments including their reading level assessments. The study focused on teaching and demonstrating how to use various reading comprehension strategies in order to support the growth and development of students' comprehension. The strategies were demonstrated and based on mentor texts that all students were familiar with. During the study, I collected data through audio recordings, anecdotal notes, reader's notebook entries, exit tickets, and pre and post unit assessments. After collecting this data and analyzing it, I was able to then determine themes that I have noticed that emerged from the study. The themes that emerged were, the move from literal responses to higher level responses and scaffolding and collaboration. These themes are discussed in depth in my presentation and explained how they are recommended to teachers for future instruction. Based on the data that I collected and analyzed, these themes are being recommended for instruction to support students' reading comprehension growth.

ISBN: 9798834066705Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Assessments

Small Group Reading Comprehension to Support Comprehension.
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245 1 0 $a Small Group Reading Comprehension to Support Comprehension.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 59 p.
500 $a Source: Masters Abstracts International, Volume: 84-01.
500 $a Advisor: Hong, Carrie.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a My presentation will be aligning with the research that I have conducted in accordance with my thesis. The findings present the answer to my research question: how can teachers ensure that students are independently implementing new reading strategies on their own in order to strengthen and grow their comprehension skills? In addition to this research question, this study also examines related questions: How would the teacher's scaffolding affect text-based and higher-level thinking amongst the students? In what ways can the students discuss the text that can lead to an ongoing conversation to increase their comprehension of texts? What kind of student conversations and thinking would be observed?. I conducted this study within my 4th grade classroom. The participants in the study were four female students who have been identified as reading below grade level based on various assessments including their reading level assessments. The study focused on teaching and demonstrating how to use various reading comprehension strategies in order to support the growth and development of students' comprehension. The strategies were demonstrated and based on mentor texts that all students were familiar with. During the study, I collected data through audio recordings, anecdotal notes, reader's notebook entries, exit tickets, and pre and post unit assessments. After collecting this data and analyzing it, I was able to then determine themes that I have noticed that emerged from the study. The themes that emerged were, the move from literal responses to higher level responses and scaffolding and collaboration. These themes are discussed in depth in my presentation and explained how they are recommended to teachers for future instruction. Based on the data that I collected and analyzed, these themes are being recommended for instruction to support students' reading comprehension growth.
590 $a School code: 0610.
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
650 4 $a Instructional design. $3 3172279
653 $a Assessments
653 $a Comprehension
653 $a Discussions
653 $a Independent
653 $a Small group instruction
653 $a Strategies
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710 2 $a The William Paterson University of New Jersey. $b Elementary Education. $3 3176401
773 0 $t Masters Abstracts International $g 84-01.
790 $a 0610
791 $a M.Ed.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256460