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dc.contributor.advisorJoseph-McEwen, Debra A.
dc.contributor.authorCottrell, Stephanie J.
dc.date.accessioned2021-09-07T21:57:47Z
dc.date.available2021-09-07T21:57:47Z
dc.date.issued2015-05-11
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5783
dc.description.abstractAbstract The purpose of my research is to explore how the comprehension of a preschool student is impacted through being engaged in a total of twelve read alouds and discussions using complex texts in the form of a chapter book. During the conducting of this research, a preschooler participates in read alouds conducted by the researcher and engages in a post-reading discussion about the reading. Each read aloud is then repeated a second time followed by second post-reading discussion. My research seeks to answer to what extent can a preschool student retell and discuss content from a complex text? How does the use of repeated readings of complex texts impact the comprehension and vocabulary knowledge of a preschool student? The data is collected through the use of observations and comprehension rubrics.
dc.subjectPreschool
dc.subjectRead Aloud
dc.subjectComplex Texts
dc.subjectRepeated Reading
dc.titleA Case Study: The Effect of Repeated Read-Alouds of Complex Texts on the Comprehension of a Preschool Student
dc.typethesis
refterms.dateFOA2021-09-07T21:57:47Z
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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