Presenter(s)
Claire M. Shaw
Files
Download Project (92 KB)
Description
Education research has shown that a quarter of eighth-grade students perform below basic reading proficiency. Despite this, reading instruction often ceases after eighth grade while text structure and content area language become more difficult. This research project focuses on studying strategies used for struggling readers in seventh through twelfth grade and includes a case study of a struggling reader in order to identify some of the characteristics and needs of struggling readers. This research synthesizes ideas from previous studies, analyzes teacher interviews for literacy instruction strategies, and, in the case study, uses observation, primary source study, and reading assessments.
Publication Date
4-9-2014
Project Designation
Honors Thesis
Primary Advisor
Treavor Bogard
Primary Advisor's Department
Teacher Education
Keywords
Stander Symposium project
Disciplines
Arts and Humanities | Business | Education | Engineering | Life Sciences | Medicine and Health Sciences | Physical Sciences and Mathematics | Social and Behavioral Sciences
Recommended Citation
"Upper Grade Level Literacy: Instructional Strategies for Struggling Readers" (2014). Stander Symposium Projects. 535.
https://ecommons.udayton.edu/stander_posters/535
Included in
Arts and Humanities Commons, Business Commons, Education Commons, Engineering Commons, Life Sciences Commons, Medicine and Health Sciences Commons, Physical Sciences and Mathematics Commons, Social and Behavioral Sciences Commons
