Reading Instruction in Upper Elementary Classrooms

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cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorGallant, Michelle
dc.date.accessioned2016-06-08T23:00:54Z
dc.date.available2016-06-08T23:00:54Z
dc.date.issued2015-07
dc.description.abstractResearch shows that students entering the intermediate grades of elementary school are still struggling with their reading skills. It is found that comprehension and fluency are both areas of concern for many students. While teachers focus on teaching students to read in the primary grades, it is often assumed that they do not need that instruction once they hit grade 4 and little is done to teach reading strategies. This paper provides a review of literature relating to instructional strategies to teach reading in the intermediate grades. It looks at the difference between comprehension and fluency, as well as strategies such as guided reading, literature circles and independent reading. Lastly, this paper provides ways teachers can implement those strategies into their intermediate classroom.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/97
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.titleReading Instruction in Upper Elementary Classrooms
dc.typeThesis
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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