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dc.contributor.advisorAntia, Shirin D.en_US
dc.contributor.authorMoran, Kimi Linnen_US
dc.creatorMoran, Kimi Linnen_US
dc.date.accessioned2013-04-03T13:25:31Z
dc.date.available2013-04-03T13:25:31Z
dc.date.issued1994en_US
dc.identifier.urihttp://hdl.handle.net/10150/278463
dc.description.abstractReading instruction in a self-contained classroom of deaf and hard-of-hearing elementary school students was observed. Videotapes were made of two complete units of study and analyzed using an interval recording system. Interviews were conducted with the teacher. The results of the study indicate the teacher utilized approximately 75% of the allotted instructional time in reading instruction. The teacher spent a good portion of this time eliciting student participation. Students engaged in reading related activities a greater proportion of the time than actually reading. Discussion was the dominant student activity.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.subjectEducation, Elementary.en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Reading.en_US
dc.titleReading instruction for deaf and hard-of-hearing students: A case studyen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1361566en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and rehabilitationen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b32845108en_US
refterms.dateFOA2018-08-27T14:35:10Z
html.description.abstractReading instruction in a self-contained classroom of deaf and hard-of-hearing elementary school students was observed. Videotapes were made of two complete units of study and analyzed using an interval recording system. Interviews were conducted with the teacher. The results of the study indicate the teacher utilized approximately 75% of the allotted instructional time in reading instruction. The teacher spent a good portion of this time eliciting student participation. Students engaged in reading related activities a greater proportion of the time than actually reading. Discussion was the dominant student activity.


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