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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 poster

Disciplines

Arts and Humanities | Business | Education | Engineering | Life Sciences | Medicine and Health Sciences | Physical Sciences and Mathematics | Social and Behavioral Sciences

Upper Grade Level Literacy: Instructional Strategies for Struggling Readers

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