Show simple item record

dc.contributor.advisorShin, Dong-shin
dc.contributor.authorMcLean, Emily A.
dc.date.accessioned2021-09-07T21:49:06Z
dc.date.available2021-09-07T21:49:06Z
dc.date.issued12/16/2012
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5329
dc.description.abstractWhen a student is identified as a struggling reader, it not only affects their literacy development but learning across all content areas as well. If this is not recognized early on, this problem can follow them throughout their entire life. This study looks closely at how the Accelerated Reading Program can support the comprehension development of struggling readers. Two focal students were chosen, both of whom were struggling readers. During this four week study, data were collected through field notes, observations, surveys and collecting work samples. Analyses of all the collected data show that the Accelerated Reading Program contains both benefits and drawbacks to helping students with comprehension development. It is best used in conjunction with explicit teaching of comprehension strategies so that students can develop higher level thinking.
dc.subjectAccelerated Reading Program
dc.subjectComprehension
dc.subjectStruggling Readers
dc.subjectStrategies
dc.subjectLiteracy
dc.titleHow the Accelerated Reading Program Supports the Comprehension Development of Struggling Readers
dc.typethesis
refterms.dateFOA2021-09-07T21:49:06Z
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.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/157/fulltext (1).pdf
Size:
2.703Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record