{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5910"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5910","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"How Students Explain Their Word-Solving Strategies When They Come to a Word They Don’t Know While Reading and How Does That Explanation Change When Students Are Explicitly Taught a Variety of Reading Strategies","abstract":"The researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read.","abstract_html":"The researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read.","abstract_has_math":false,"creators":["Pyszczek, Mary J."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-08-01","date_published":"2007-08-01","updated_at":"2026-07-27T19:01:52Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5910","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pyszczek, Mary J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T22:04:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T22:04:46Z"]},{"key":"dc:date.issued","label":"Date","values":["2007-08-01"]},{"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/20.500.12648/5910"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read."]},{"key":"dc:title","label":"Title","values":["How Students Explain Their Word-Solving Strategies When They Come to a Word They Don’t Know While Reading and How Does That Explanation Change When Students Are Explicitly Taught a Variety of Reading Strategies"]}]}],"canonical_facts":{"dc:creator":["Pyszczek, Mary J."],"dc:date.accessioned":["2021-09-07T22:04:46Z"],"dc:date.available":["2021-09-07T22:04:46Z"],"dc:date.issued":["2007-08-01"],"dc:description.abstract":["The researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5910"],"dc:language.iso":["en_US"],"dc:title":["How Students Explain Their Word-Solving Strategies When They Come to a Word They Don’t Know While Reading and How Does That Explanation Change When Students Are Explicitly Taught a Variety of Reading Strategies"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:52Z"}