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    Independent Student Literacy Activities: What Takes Place During Guided Reading

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    Author
    Humphrey, Natalie Joanne
    Keyword
    Guided Reading
    Independent Learning
    Teacher Strategy
    Student Engagement
    Literacy Curriculum
    Date Published
    2009-12-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5971
    Abstract
    This study investigates the independent activities teachers assign their students during Guided Reading instruction, as well as their rationale for choosing these activities and determining their efficacy. The research focused on elementary school students from a culturally homogenous rural, Western New York school district. The researcher used a variety of data-collection methods, including a brief survey, semi-structured interviews, and classroom observation. Fifteen teachers participated in this study, with all observations occurring within teachers’ classrooms. The researcher discovered several themes in students’ independent work, including working with a partner/small group, focusing on subjects other than literacy to address lack of practice time in school day, resisting compartmentalization of curriculum, and individuality in classroom implementation. Future research topics may include methods for tracking independent student accountability, students interrupting teachers, and the educational effectiveness of Computer Center activities.
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    Education and Human Development Master's Theses

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