{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5664"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5664","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"The Use of Hands-On Comprehension Games in Literacy Development","abstract":"Reading comprehension is one of the most difficult components to teach. I have tried every resource my district has given me to help build comprehension skills and I have not seen a significant impact on the children’s learning. I investigated hands-on games and activities to see if they could help improve and build comprehension skills. Many children in the twenty-first century are tactile learners and need hands-on activities. Keeping this in mind I researched and implemented hands-on games and activities for students in the fifth-grade to practice and reinforce their comprehension skills. I created, taught through guided practice, and reinforced a variety of new games and activities to assist in improving a variety of comprehension skills ranging from basic (5 W's: who, what, where, why, when) to deeper meaning such as inference. I wanted to see if hands-on games or activities had an impact on comprehension skills. I was focused on Marcell's (2006) ideas and implementation of comprehension games and activities from \"Comprehension Clinchers.\" Marcell discusses the \"Big Four\" which consists of metacognitive, visualizing, predicting, and connecting strategies. I performed a six-week long qualitative study focused on skills in comprehension using hands-on activities. I observed and analyzed the work of two fifth graders. I implemented two reading-center games focused on comprehension skills. I explored whether the implementation of comprehension focused, hands-on learning activities in a classroom setting have either positive impact or no impact on students' reading comprehension.","abstract_html":"Reading comprehension is one of the most difficult components to teach. I have tried every resource my district has given me to help build comprehension skills and I have not seen a significant impact on the children’s learning. I investigated hands-on games and activities to see if they could help improve and build comprehension skills. Many children in the twenty-first century are tactile learners and need hands-on activities. Keeping this in mind I researched and implemented hands-on games and activities for students in the fifth-grade to practice and reinforce their comprehension skills. I created, taught through guided practice, and reinforced a variety of new games and activities to assist in improving a variety of comprehension skills ranging from basic (5 W's: who, what, where, why, when) to deeper meaning such as inference. I wanted to see if hands-on games or activities had an impact on comprehension skills. I was focused on Marcell's (2006) ideas and implementation of comprehension games and activities from "Comprehension Clinchers." Marcell discusses the "Big Four" which consists of metacognitive, visualizing, predicting, and connecting strategies. I performed a six-week long qualitative study focused on skills in comprehension using hands-on activities. I observed and analyzed the work of two fifth graders. I implemented two reading-center games focused on comprehension skills. I explored whether the implementation of comprehension focused, hands-on learning activities in a classroom setting have either positive impact or no impact on students' reading comprehension.","abstract_has_math":false,"creators":["Prestigiacomo, Maria"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-04-01","date_published":"2012-04-01","updated_at":"2026-07-27T19:03:44Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5664","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Prestigiacomo, Maria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:53:59Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:53:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-04-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5664"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reading comprehension is one of the most difficult components to teach. I have tried every resource my district has given me to help build comprehension skills and I have not seen a significant impact on the children’s learning. I investigated hands-on games and activities to see if they could help improve and build comprehension skills. Many children in the twenty-first century are tactile learners and need hands-on activities. Keeping this in mind I researched and implemented hands-on games and activities for students in the fifth-grade to practice and reinforce their comprehension skills. I created, taught through guided practice, and reinforced a variety of new games and activities to assist in improving a variety of comprehension skills ranging from basic (5 W's: who, what, where, why, when) to deeper meaning such as inference. I wanted to see if hands-on games or activities had an impact on comprehension skills. I was focused on Marcell's (2006) ideas and implementation of comprehension games and activities from \"Comprehension Clinchers.\" Marcell discusses the \"Big Four\" which consists of metacognitive, visualizing, predicting, and connecting strategies. I performed a six-week long qualitative study focused on skills in comprehension using hands-on activities. I observed and analyzed the work of two fifth graders. I implemented two reading-center games focused on comprehension skills. I explored whether the implementation of comprehension focused, hands-on learning activities in a classroom setting have either positive impact or no impact on students' reading comprehension."]},{"key":"dc:title","label":"Title","values":["The Use of Hands-On Comprehension Games in Literacy Development"]}]}],"canonical_facts":{"dc:creator":["Prestigiacomo, Maria"],"dc:date.accessioned":["2021-09-07T21:53:59Z"],"dc:date.available":["2021-09-07T21:53:59Z"],"dc:date.issued":["2012-04-01"],"dc:description.abstract":["Reading comprehension is one of the most difficult components to teach. I have tried every resource my district has given me to help build comprehension skills and I have not seen a significant impact on the children’s learning. I investigated hands-on games and activities to see if they could help improve and build comprehension skills. Many children in the twenty-first century are tactile learners and need hands-on activities. Keeping this in mind I researched and implemented hands-on games and activities for students in the fifth-grade to practice and reinforce their comprehension skills. I created, taught through guided practice, and reinforced a variety of new games and activities to assist in improving a variety of comprehension skills ranging from basic (5 W's: who, what, where, why, when) to deeper meaning such as inference. I wanted to see if hands-on games or activities had an impact on comprehension skills. I was focused on Marcell's (2006) ideas and implementation of comprehension games and activities from \"Comprehension Clinchers.\" Marcell discusses the \"Big Four\" which consists of metacognitive, visualizing, predicting, and connecting strategies. I performed a six-week long qualitative study focused on skills in comprehension using hands-on activities. I observed and analyzed the work of two fifth graders. I implemented two reading-center games focused on comprehension skills. I explored whether the implementation of comprehension focused, hands-on learning activities in a classroom setting have either positive impact or no impact on students' reading comprehension."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5664"],"dc:language.iso":["en_US"],"dc:title":["The Use of Hands-On Comprehension Games in Literacy Development"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:03:44Z"}