Literature based intervention with learning disabled students
| dc.contributor.advisor | Bos, Candace S. | en_US |
| dc.contributor.author | Christopherson, Tamara Ann, 1959- | |
| dc.creator | Christopherson, Tamara Ann, 1959- | en_US |
| dc.date.accessioned | 2013-04-03T13:19:30Z | |
| dc.date.available | 2013-04-03T13:19:30Z | |
| dc.date.issued | 1993 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278290 | |
| dc.description.abstract | Literature-based reading instruction is a current method being used in elementary schools today. A growing body of research on such programs used within the regular education classroom suggests that such programs improve students abilities to critically construct meaning. Yet, despite this movement, little has been documented on how such programs might effect learning disabled students mainstreamed in the regular education classroom for reading instruction. The main focus of this study then, was to examine the strategies and possible teaching modifications that would be necessary for learning disabled students to participate in a literature-based reading program along with their regular education peers. Three learning disabled students within the researcher's fifth grade classroom were voluntary participants in this study and received all of the same reading instruction as their non-labeled classmates. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Language and Literature. | en_US |
| dc.subject | Education, Elementary. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.title | Literature based intervention with learning disabled students | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1352345 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b27051213 | en_US |
| refterms.dateFOA | 2018-08-27T13:45:02Z | |
| html.description.abstract | Literature-based reading instruction is a current method being used in elementary schools today. A growing body of research on such programs used within the regular education classroom suggests that such programs improve students abilities to critically construct meaning. Yet, despite this movement, little has been documented on how such programs might effect learning disabled students mainstreamed in the regular education classroom for reading instruction. The main focus of this study then, was to examine the strategies and possible teaching modifications that would be necessary for learning disabled students to participate in a literature-based reading program along with their regular education peers. Three learning disabled students within the researcher's fifth grade classroom were voluntary participants in this study and received all of the same reading instruction as their non-labeled classmates. |
