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Implementing co-teaching in middle school with focus on reluctant readers following the American Psychological Association's guidelines

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Author(s)
Schupp, Mindy
Advisor(s)
Frederick, Amy
Degree
MSE, Reading
Date
Dec 15, 2013
Subject(s)
Reading (Middle school); Teaching teams
Abstract
study focused on the effect co-teaching had on the reluctant reader, special education students, and the pursuit of enhancing reading skills in middle school aged children. One theory is the use of cooperative teaching with one general education teacher and one special education teacher working together to teach in the same classroom. The first research question was: What would co-teaching look like implemented in my own cooperative teaching classroom? After that co-teaching experience, the research further led to the implementation of a variety of reading strategies for students who are considered reluctant readers. The reluctant readers were observed during class and participated in informal discussions while attending a co-taught reading class. The results were positive and students were more engaged in reading class discussions and activities.
Description
Plan B Paper. 2013. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 27 leaves. Includes bibliographical references (leaves 22-24).
Permanent link
http://digital.library.wisc.edu/1793/67517 
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