Date of Award

7-1-1998

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Educational Leadership

First Advisor

Dr. Wilma Kuhlman

Abstract

Guided reading, a context in which a teacher supports a reader's development of effective strategies for processing texts at increasingly challenging levels of difficulty, is a relatively new practice in the field of education. A review of current literature indicates that little research has been conducted which identifies the results of incorporating guided reading instruction into the curriculum. The purpose of this research was to investigate the use of guided reading strategies by second-grade students as they read in an independent setting as well as one-one-one with their teacher. Three second-grade students were chosen as case participants learned and used guided reading strategies. The findings suggest that incorporating guided reading instruction into the curriculum has possible positive implications and that further research needs to be conducted.

Comments

A Thesis Presented to the Teacher Education Department and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha. Copyright Jaime Mayer July, 1998

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