Date Approved
1-22-2018
Embargo Period
1-23-2018
Document Type
Thesis
Degree Name
MA Reading Education
Department
Language, Literacy, and Sociocultural Education
College
College of Education
Advisor
Abraham, Stephanie
Committee Member 1
Lee, Valarie
Committee Member 2
Browne, Susan
Keywords
Active Reading Strategies, Independent Daily Reading, Metacognition in Reading
Subject(s)
Metacognition in children; Reading comprehension
Disciplines
Elementary Education | Language and Literacy Education
Abstract
The purpose of this study is to determine how fourth grade students implement active reading strategies during independent reading time. Data was recorded over a one-month period and tracked through student response journals, individual reading conferences, and teacher anecdotal notes. Throughout the study, student responses developed to include discussion of strategy use and metacognition. Student stamina and comprehension was supported through the practice. The structure of the independent practice helped students' to build their skills of strategy implementation and metacognition to monitor their independent reading.
Recommended Citation
Bradfield, Stephanie, "Fourth grade students' use of active reading strategies during Independent Daily Reading Time" (2018). Theses and Dissertations. 2510.
https://rdw.rowan.edu/etd/2510
