Persistent Link:
http://hdl.handle.net/10150/278290
Title:
Literature based intervention with learning disabled students
Author:
Christopherson, Tamara Ann, 1959-
Issue Date:
1993
Publisher:
The University of Arizona.
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.
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.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Elementary.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College
Degree Grantor:
University of Arizona
Advisor:
Bos, Candace S.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleLiterature based intervention with learning disabled studentsen_US
dc.creatorChristopherson, Tamara Ann, 1959-en_US
dc.contributor.authorChristopherson, Tamara Ann, 1959-en_US
dc.date.issued1993en_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.description.abstractLiterature-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.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBos, Candace S.en_US
dc.identifier.proquest1352345en_US
dc.identifier.bibrecord.b27051213en_US
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