Two Guided Language Acquisition Design (GLAD) Strategies and a Classroom

cityu.schoolAlbright School of Education
cityu.site.countryUnited States
dc.contributor.authorDomingo, Jamie
dc.date.accessioned2019-07-01T22:47:31Z
dc.date.available2019-07-01T22:47:31Z
dc.date.issued2019-05-03
dc.description.abstractMore than half of second grade students at an elementary school in Washington tested below the standard reading level. This study focused on using two Guided Language Acquisition Design (GLAD) strategies, the Cooperative Strip Paragraph and graphic organizer, to help students improve their reading ability. The baseline data included multiple assessments during the first week. Each intervention was implemented over the course of three weeks using the gradual release of responsibility method. First, the teacher modeled the strategy. Then, the students worked in groups. Afterwards, students worked independently. The results of this study showed slight improvement in comprehension but were inconclusive for improving reading ability.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/809
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.subjectguided language acquisition
dc.subjectglad
dc.subjectstrategies
dc.subjectgeneral education
dc.subjectcooperative strip paragraph
dc.subjectgraphic organizer
dc.titleTwo Guided Language Acquisition Design (GLAD) Strategies and a Classroom
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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