Columbus State University
The Strategy is at the Station: The Importance of Connecting Literacy Stations to Reading Strategies in Developing Independent Readers
Abstract
dc:description.abstract<p>Guided reading groups and independent literacy stations are implemented in many elementary school classrooms... The present study looks at whether student literacy achievement is positively affected when guided reading strategies are connected to and used in independent literacy stations. Participants in this study included four first grade classrooms from an elementary school in the southeastern United States. Observational data were collected for eight weeks during the time in which guided reading and literacy stations were implemented. Literacy achievement was measured with the Developmental Reading Assessment (DRA). Results of a paired-samples t-test showed that one classroom had a statistically significant increase in student DRA level and comprehension. In this study, the researcher examines ways in which that class differed from the others in their use of strategies and stations.</p>
Degree
thesis:*- Name thesis:degree_name
- Early Childhood Education
- Level thesis:degree_level
- Thesis
- Discipline thesis:degree_discipline
- Teacher Education
- Year dc:date.available
- 2008
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Williams, Angela Grace
- Contributors dc:contributor
-
- Deirdre Greer
Subjects
dc:subject × 8Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://csuepress.columbusstate.edu/theses_dissertations/156
- OAI identifier oai:identifier
- oai:csuepress.columbusstate.edu:theses_dissertations-1156