Show simple item record

dc.contributor.advisorHines, Emily
dc.contributor.authorSnyder, Roberta D.
dc.date.accessioned2021-03-11T20:52:58Z
dc.date.available2021-03-11T20:52:58Z
dc.date.issued2017
dc.identifier.urihttp://digital.library.wisc.edu/1793/81454
dc.description.abstractReading aloud to students is a technique that is primarily at the elementary level. This study was designed to research the effectiveness of reading aloud at the middle and secondary level, specifically students reading below or at grade level. For this investigation, students enrolled in the summer school program in grades 5th- 9th were assigned to receive the treatment of a Structured read aloud or more traditional summer school reading instruction. Both groups instructional focus was on reading comprehension, specifically in the areas of inferential and evaluative. These students were tested using the Curriculum Based Measure (CBM) called the Multiple Choice Reading Comprehension, or MCRC, both in the beginning of the four week summer school session and then again at the end of the summer school session, to assess gains made by the students in the area of inferencing and evaluating text. Results indicate that the use of a Structured Read aloud instruction had a positive impact on student MCRC scores in the area of evaluating text, and implementations of the research are discussed.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Stouten_US
dc.subjectOral readingen_US
dc.subjectReading comprehensionen_US
dc.subjectStudy and teachingen_US
dc.titleStructured read aloud: effects on the reading achievement of middle and secondary students at Tomorrow River School Districten_US
dc.typeThesisen_US
thesis.degree.levelMS
thesis.degree.disciplineCareer & Technical Education


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record