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dc.contributor.advisorOlmstead, Kathleen
dc.contributor.authorNewton, Jessica N.
dc.date.accessioned2021-09-07T21:58:05Z
dc.date.available2021-09-07T21:58:05Z
dc.date.issued5/17/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5877
dc.description.abstractThis qualitative study explores the use of the three main reading strategy prompts from the cueing system in small group math instruction. It discusses the need for teachers in the secondary school setting to be knowledgeable about the reading process so that they can help struggling readers. The study seeks to offer a method for teachers of all content areas to begin supporting readers. One-on-one interviews were conducted to determine the participants’ current use of reading strategies prior to and at the conclusion of five mini-lessons, in which the researcher implemented the use of three reading strategy prompts: Does that look right? Does it sound right? Does that make sense?
dc.subjectReading
dc.subjectStrategy
dc.subjectPrompts
dc.subjectVerbal
dc.subjectScaffolding
dc.titleThe Use of Reading Strategy Prompts in Math
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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