Date of Award/Publication
5-2014
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This action research investigates how a daily, structured literacy intervention effects struggling readers‟ comprehension. Struggling readers lack the literacy foundations needed to be successful readers and make meaning from text. A variety of data was collected including the following: teacher interviews, student questionnaires, Running Reading Records and field observation notes. The data show three emerging themes: developing mastery in literacy learning, belonging to a community of learners and building positive self-esteem: the link between literacy learning and behavior. The results showed that struggling readers benefit from a daily, structured literacy intervention that focuses on the key literacy foundations needed for comprehension.
Recommended Citation
Bradshaw, Amanda, "The Response to a Daily, Structured Literacy Intervention and its Effect on Struggling Readers‟ Comprehension" (2014). Education Masters. Paper 349.
https://fisherpub.sjf.edu/education_ETD_masters/349
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.