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dc.contributor.advisorOlmstead, Kathleen
dc.contributor.authorBills, Cienna C.
dc.date.accessioned2021-09-07T21:58:05Z
dc.date.available2021-09-07T21:58:05Z
dc.date.issued5/10/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5875
dc.description.abstractThis case study is an investigation into the different ways we as educators can effectively engage struggling readers in literacy at the elementary level. This study takes place at a rural school district 80 miles South of Rochester, in the Finger Lakes area and was conducted over a ten-week period. This case study offers insight into the relationship between literacy strategies in the classroom and student engagement. It investigates ways in which teachers can create engaging lessons that foster early literacy development while also allowing the students to become engaged in the texts they read.
dc.subjectEngaging
dc.subjectStruggling Readers
dc.subjectGuided Reading Groups
dc.subjectReading Strategies
dc.subjectTraveling Book Clubs
dc.titleEngaging Struggling Readers in Literacy at the Elementary Level
dc.typethesis
refterms.dateFOA2021-09-07T21:58:05Z
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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