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dc.contributor.authorPietrantoni, Danielle Adelina
dc.date.accessioned2021-09-07T21:53:51Z
dc.date.available2021-09-07T21:53:51Z
dc.date.issued8/1/2006
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5618
dc.description.abstractThis research attempted to answer the question, how does listening while reading affect reading fluency with at-risk readers? The researcher collected data from four third grade students in an urban school to find out which of the three areas of fluency (accuracy, rate, prosody) would be affected by listening while reading. The researcher used Developmental Reading Assessments (DRA), running records, the National Assessment of Education Progress (NAEP) Fluency Scale, timed readings, and teacher observations to collect data. The data was analyzed to find generalizations about the effectiveness of listening while reading on oral reading fluency.
dc.subjectElementary Education
dc.subjectLiteracy
dc.subjectDevelopmental Reading Assessment
dc.subjectRead Aloud
dc.titleHow Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers
dc.typethesis
refterms.dateFOA2021-09-07T21:53:51Z
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


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