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dc.contributor.authorPyszczek, Mary J.
dc.date.accessioned2021-09-07T22:04:46Z
dc.date.available2021-09-07T22:04:46Z
dc.date.issued8/1/2007
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5910
dc.description.abstractThe researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read.
dc.subjectReading Strategy
dc.subjectReading Comprehension
dc.subjectReading Lesson
dc.subjectStudent Strategy
dc.subjectMetacognition
dc.titleHow Students Explain Their Word-Solving Strategies When They Come to a Word They Don’t Know While Reading and How Does That Explanation Change When Students Are Explicitly Taught a Variety of Reading Strategies
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


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