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dc.contributor.advisorOlmstead, Kathleen
dc.contributor.authorBessing, Gina
dc.date.accessioned2021-09-07T21:43:08Z
dc.date.available2021-09-07T21:43:08Z
dc.date.issued5/11/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5088
dc.description.abstractThis research study explores how confidence building strategies impact students’ self-concept as readers. The purpose of this research was to discover strategies or teaching practices that may help students form a positive self-concept as readers. Data were collected over the course of four weeks using student interviews, field notes, transcribed audio recordings, and parent surveys. Data were analyzed for how often students discussed using reading strategies, made meaningful comprehension while reading wordless picture books, and how students rated their self-concept as readers. Results showed students were better equipped and more engaged in discussing use of reading strategies when explicitly taught. Students made deep meaningful comprehension while reading wordless picture books, and confidence building strategies did not necessarily impact students’ self-concept as readers.
dc.subjectSelf-Concept
dc.subjectEmergent Readers
dc.subjectEmergent Literacy
dc.subjectConfidence Building Strategies
dc.titleThe Use of Confidence Building Strategies and Self-Concept of Emergent Readers
dc.typethesis
refterms.dateFOA2021-09-07T21:43:08Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationState University of New York College at Brockport
dc.languate.isoen_US


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