東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Helping third grade students to read...

West, Rosemary.

FindBook

Google Book

Amazon

博客來

Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction./
作者:	West, Rosemary.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263130
ISBN:	9781369684810

Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction.
West, Rosemary.

Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 178 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (D.Ed.)--Capella University, 2017.

One of the most essential academic skills to be attained in school is reading comprehension; consequently, the comprehension instruction provided by teachers is of extreme importance. This study examined instructional strategies of eleven third grade reading teachers employed by the same district who attributed to 75% of students scoring in the 75th percentile on high stakes test. Despite the district's Title I label and low socioeconomic background, the majority of the students are reading proficiently. Recent studies show that most students with these characteristics are non-proficient. Recent research of instructional strategies in reading has not defined a definite resolution to this problem. A basic qualitative designed was used to analyze collected data from semi-structured one on one interview questions, the primary source of data. The study examined the role of the teachers and the strategies and techniques used to motivate students in their success. Findings from the study showed that the teachers integrated technology into the instructional strategies on a daily basis and their main role was a facilitator of learning in student-centered activities. The students were given independence and were motivated by teachers to take responsibility for their own learning. In this role, students eagerly and successfully worked to achieve goals that they set.

ISBN: 9781369684810Subjects--Topical Terms:

2122756
Reading instruction.

Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction.
LDR:02360nmm a2200301 4500 001 2158977
005 20180618095044.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369684810
035 $a (MiAaPQ)AAI10263130
035 $a (MiAaPQ)capella:19468
035 $a AAI10263130
040 $a MiAaPQ $c MiAaPQ
100 1 $a West, Rosemary. $3 3346833
245 1 0 $a Helping third grade students to read proficiently: An exploration of successful teachers' reading instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Christopher Stabile.
502 $a Thesis (D.Ed.)--Capella University, 2017.
520 $a One of the most essential academic skills to be attained in school is reading comprehension; consequently, the comprehension instruction provided by teachers is of extreme importance. This study examined instructional strategies of eleven third grade reading teachers employed by the same district who attributed to 75% of students scoring in the 75th percentile on high stakes test. Despite the district's Title I label and low socioeconomic background, the majority of the students are reading proficiently. Recent studies show that most students with these characteristics are non-proficient. Recent research of instructional strategies in reading has not defined a definite resolution to this problem. A basic qualitative designed was used to analyze collected data from semi-structured one on one interview questions, the primary source of data. The study examined the role of the teachers and the strategies and techniques used to motivate students in their success. Findings from the study showed that the teachers integrated technology into the instructional strategies on a daily basis and their main role was a facilitator of learning in student-centered activities. The students were given independence and were motivated by teachers to take responsibility for their own learning. In this role, students eagerly and successfully worked to achieve goals that they set.
590 $a School code: 1351.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
690 $a 0535
690 $a 0524
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1351
791 $a D.Ed.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263130