Embedding children's literature within the content areas to enhance instruction in a primary classroom





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This capstone explores how to effectively embed quality children's books into lessons within the content areas of language arts, math, social studies, health, and science. The participants were seven first graders. They were given a pre- and post-survey, inquiring about their feelings and attitudes towards our read aloud books, read aloud time, and reading comprehension activities completed before, during, or after reading. Data were examined and reflected upon, revealing that students enjoyed beginning lessons with a read aloud and gained deeper understanding of our reading comprehension strategies throughout the course of the research. Following the lessons, all students were able to define at least one comprehension strategy and explain how it helped them think while they were reading. This capstone gives insight into how young students engage in the act of reading.

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