Show simple item record

dc.contributor.authorPriolette, Andrea Helena
dc.date.accessioned2021-09-07T22:04:46Z
dc.date.available2021-09-07T22:04:46Z
dc.date.issued6/1/2005
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5909
dc.description.abstractEmergent readers face a difficult task as they begin to build their reading skills. Reading is a process that utilizes various skills, especially in the early stages of reading development. This study was conducted in an urban elementary school to investigate the importance of listening comprehension within a setting of emergent readers, participating in the Success For All: Reading Roots program. Specifically, this research explores the correlation between listening comprehension skills and reading levels in a group of beginning readers. It identifies teachers' beliefs on the value and purpose of read-alouds in the classrooms. Furthermore, it examines the relationship of listening comprehension skills and read-alouds at home. Various research tools were utilized and a review of professional literature was completed to investigate the question: Is listening comprehension important in developing emergent reading skills?
dc.subjectListening Comprehension
dc.subjectReading Comprehension
dc.subjectReading Skills
dc.subjectEmergent Reading
dc.subjectReading Instruction
dc.subjectUrban Education
dc.titleListening Comprehension and the Development of Emergent Reading Skills
dc.typethesis
refterms.dateFOA2021-09-07T22:04:46Z
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


Files in this item

Thumbnail
Name:
ehd_theses/830/fulltext (1).pdf
Size:
9.350Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record