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dc.contributor.advisorRobb, Susan
dc.contributor.authorSmith, Jessica
dc.date.accessioned2021-09-07T21:58:04Z
dc.date.available2021-09-07T21:58:04Z
dc.date.issued2016-06-04
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5874
dc.description.abstractStudents who are non-verbal can struggle with communication and expression. The purpose of this study is to explore strategies that may support pre-kindergarten students who are non-verbal in constructing and communicating reading comprehension. It was done in their classroom as part of the curriculum. Data were collected by observation and collection of student work samples. I interviewed teachers and specialists using semi-structured questions to collect and examine their ideas and opinions on comprehension strategies. I used constant-comparison analysis methods to determine what strategies work best for the students.
dc.subjectAutism
dc.subjectListening Comprehension
dc.titlePutting the Pieces Together
dc.typethesis
refterms.dateFOA2021-09-07T21:58:04Z
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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