{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5772"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5772","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy","abstract":"Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level.","abstract_html":"Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level.","abstract_has_math":false,"creators":["DeGoey, Sarah"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Townsend, Lee Ann"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-15","date_published":"2015-05-15","updated_at":"2026-07-27T19:02:14Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5772","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Townsend, Lee Ann"]},{"key":"dc:creator","label":"Author","values":["DeGoey, Sarah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:57:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:57:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-05-15"]},{"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/20.500.12648/5772"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level."]},{"key":"dc:title","label":"Title","values":["Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy"]}]}],"canonical_facts":{"dc:contributor.advisor":["Townsend, Lee Ann"],"dc:creator":["DeGoey, Sarah"],"dc:date.accessioned":["2021-09-07T21:57:45Z"],"dc:date.available":["2021-09-07T21:57:45Z"],"dc:date.issued":["2015-05-15"],"dc:description.abstract":["Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5772"],"dc:language.iso":["en_US"],"dc:title":["Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:02:14Z"}