Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text

Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text

There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwar...

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Bibliographic Details
Main Author: Martin, Andrea
Other Authors: Queen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))
Format: Others
Language:en
en
Published: 2010
Subjects:
reading
struggling readers
instructional interventions
older poor readers
school-university partnerships
university researcher-classroom teacher collaboration
collaborative process
expository text
special education
teacher education
ethnography
curriculum design
differentiated instruction
parallel lessons
inclusion
adaptive teaching
exceptional learners
reading-to-learn
student engagement
professional development
social inclusion
tiered instruction
reading comprehension processes
comprehension-monitoring
metacognition
self-regulated learning
self-efficacy
Online Access:http://hdl.handle.net/1974/5404

Internet

http://hdl.handle.net/1974/5404

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