Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy
| dc.contributor.advisor | Townsend, Lee Ann | |
| dc.contributor.author | DeGoey, Sarah | |
| dc.date.accessioned | 2021-09-07T21:57:45Z | |
| dc.date.available | 2021-09-07T21:57:45Z | |
| dc.date.issued | 2015-05-15 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12648/5772 | |
| dc.description.abstract | Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level. | |
| dc.subject | Accuracy | |
| dc.subject | Self-Monitoring | |
| dc.subject | Cueing Systems | |
| dc.subject | Reading | |
| dc.subject | Explicit Instruction | |
| dc.title | Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy | |
| dc.type | thesis | |
| refterms.dateFOA | 2021-09-07T21:57:45Z | |
| dc.description.institution | SUNY Brockport | |
| dc.description.department | Education and Human Development | |
| dc.description.degreelevel | Master of Science in Education (MSEd) | |
| dc.source.status | published | |
| dc.description.publicationtitle | Education and Human Development Master's Theses | |
| dc.contributor.organization | The College at Brockport | |
| dc.languate.iso | en_US |
