The effects of strategic reading instruction on low-achieving beginning reader's oral reading scores
Date of Award
1993
Degree Name
M.S. in Education
Abstract
School districts are being challenged to provide effective reading instruction for the student who has continually lagged behind in reading performance. Reading performance in low-achieving young readers can be affiliated with problems related to the use of strategic processes (Rabinowetz, Cohn f and Freeman, 1992.) Research indicated the nature of reading instruction influenced the strategies and thinking process that young children form when learning to read (Lyons, 1992. ) However, past reading instruction for low-achieving readers has focused on I? the basics" with the exclusion of reasoning and thinking strategic processess (Means & Knapp, 1991; Routman, 1988.) Effective reading instruction for low-achieving young readers must move beyond the basic skills and focus at higher level strategic skills. Young readers need to develop a range of reading strategies for thinking about printed language and a knowledge of how to integrate them in the reading process. Poor readers may not develop reading strategies on their own or achieve this orchestration (Clay, 1991.) The writer felt the absence of strategic development in low-achieving young readers was partly due to the method of reading instruction. The writer's previous reading experience has led the writer to believe reading instruction for low[1]achieving readers should encourage students to use a balance of cueing systems, with the main focus on meaning. Reading instruction should support the range of information needed for reading; meaning, language, syntax, and visual information. The writer felt low-achieving beginning readers could become successful readers when reading instruction focused on strengths of the reader and included the teaching of specific reading strategies. Low-achieving readers need to be shown the "how to's" of the reading process iso they can achieve reading success.
Keywords
Reading teachers Training of, Reading Remedial teaching, Reading (Elementary)
Rights Statement
Copyright © 1993, author
Recommended Citation
Groetz, Cynthia G., "The effects of strategic reading instruction on low-achieving beginning reader's oral reading scores" (1993). Graduate Theses and Dissertations. 3024.
https://ecommons.udayton.edu/graduate_theses/3024
