Term

Spring 5-7-2016

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Marcia Rockwood

Secondary Advisor/Reader One

Betsy McLaughlin

Peer-Reviewer/Reader Two

Nicole Papke

Abstract

The research question addressed in this capstone was, how does the explicit teaching of comprehension strategies to first grade struggling readers increase their motivation to read? It documents one teacher’s experience of implementing explicit comprehension strategy instruction during reading workshop through the use of the gradual release of responsibility model and examines its effect on motivation of struggling readers. The project integrates whole group and small group instruction and motivational practices for three first grade struggling readers. The author details the comprehension lessons that were taught, and documents observations of the participants’ engagement. She describes her successes and concludes that the use of the gradual release of responsibility, the power of choice in reading, and more time with struggling readers enhances reading motivation.

Research Methodology

Action Research

Included in

Education Commons

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