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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorMerriam, Susan A.
dc.date.accessioned2021-09-07T21:57:44Z
dc.date.available2021-09-07T21:57:44Z
dc.date.issued5/15/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5770
dc.description.abstractClassic literature continues to complicate reading for middle school struggling readers. Although research has been conducted on struggling readers and strategies to help them, the purpose of this study was to examine struggling readers in conjunction with classic literature. Using the methodologies of historical research (Barone, 2011) and content analysis (Stahl & Hartman, 2011), the current study examined why students struggle to read and comprehend classic literature. Results suggest that text structure including organization and use of graphics complicate comprehension. Language features such as conventionality, vocabulary, sentence structure, and meaning complicate reading. The results also suggest that knowledge demands such as life experiences, intertextuality, and cultural knowledge complicate connecting to the text. Implications of results are discussed.
dc.subjectStruggling Readers
dc.subjectClassic Literature
dc.subjectMiddle School
dc.subjectReading Strategies
dc.subjectLiterary Devices
dc.subjectText Characteristics
dc.titleClassic Literature and Struggling Readers in Middle School Grades Five through Eight
dc.typethesis
refterms.dateFOA2021-09-07T21:57:44Z
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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