Upper Grade Level Literacy: Instructional Strategies for Struggling Readers

Author(s)

Claire M. Shaw, University of Dayton

Advisor

Treavor Bogard

Department

Teacher Education

Publication Date

Spring 4-2014

Document Type

Honors Thesis

Abstract

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.

Permission Statement

This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes.

Keywords

Undergraduate research

Disciplines

Education | Educational Assessment, Evaluation, and Research | Junior High, Intermediate, Middle School Education and Teaching

eCommons Citation

Shaw, Claire M., "Upper Grade Level Literacy: Instructional Strategies for Struggling Readers" (2014). Honors Theses. 29.
https://ecommons.udayton.edu/uhp_theses/29