Reader's Workshop: An Action Research Study
| dc.contributor.author | Herring, Linda Lee | |
| dc.date.accessioned | 2017-09-26T23:40:15Z | |
| dc.date.available | 2017-09-26T23:40:15Z | |
| dc.date.issued | 2017-03 | |
| dc.description.abstract | The purpose of this action research study was to analyze and explore the impact reader’s workshop would have on struggling third-grade readers’ fluency and comprehension as well as their engagement in reading. For four weeks, students participated in brief whole-group minilessons given through teacher read-aloud presentations. After, students practiced the new learning during extended periods of reading books that they selected based on personal interest and appropriate level of difficulty. During this time, the teacher conferred with individuals and/or small groups of students. Conferencing sessions provided opportunities for the teacher to glean valuable information about her readers and to give individualized print work lessons and/or comprehension skill and strategy lessons. After independent reading, students met with partners to discuss their reading or to jot notes about it. The triangulated data collected during the four-week intervention showed an increase in reading comprehension and fluency levels for all eight participants. The data also showed increased levels of enjoyment of and engagement in the act of reading. Finally, the author discussed plans for additional research and raised questions about adhering to school district instructional policies. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11414/3306 | |
| dc.language.iso | en_US | en_US |
| dc.title | Reader's Workshop: An Action Research Study | en_US |
| dc.type | Thesis | en_US |
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