Capstone/Dissertation Title

Using thinking and questioning strategies to support and help struggling readers become more engaged with text in a sixth grade reading classroom

Term

2014

Capstone

Thesis

Degree Name

MALED

Abstract

The research question asked in this paper is: How can implementing thinking and questioning strategies engage and support struggling secondary readers in a reading classroom? The reason why this question was posed was in order to determine if there is a way for educators to help struggling readers become more successful in the classroom, and beyond, if they are given the support and strategies necessary to break free from the label of struggling. This capstone looks to current research that supports using thinking and questioning strategies in the classroom. The key topics discussed are struggling readers, engagement, and specific thinking and questioning strategies. Through the research, the author developed a curriculum that included the aforementioned strategies.

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