Elizabeth Manji (author)
Judith Lapadat (Thesis advisor)
University of Northern British Columbia (Degree granting institution)

2010

Master of Education (MEd)

Education

Number of pages in document: 98

The purpose of this project was to implement and evaluate a pedagogically based reading program that had the aims of encouraging student connectedness to reading, and motivating students to become readers. Current research on helping struggling readers focuses on several key concepts: a balanced approach incorporating both skills and meaning based perspectives, motivation to read, additional instruction time, fluency developed through repeated readings, metacognition, and comprehension strategies. Based on this research I developed an instructional approach incorporating these key components. I implemented this approach with two middle school students using an observational case study research method. One goal was to increase the students' reading fluency, comprehension, and motivation. A second goal was to boost their self-perception of themselves as readers. I used the students' perspectives, feedback, and progress during the project to guide instruction. In conducting this project, I increased my knowledge of reading theory, and improved my skills in providing remediation for struggling readers. I plan to present the project and conclusions to school staff, outlining the potential benefits of the program, and validating the need for continued intervention and support for struggling readers at the upper elementary level. --P.iii.

Reading -- Remedial teaching.
Literacy programs.
Reading (Middle school)

https://doi.org/10.24124/2010/bpgub1476

research (documents)