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dc.contributor.supervisor Bryan, Gregory (Curriculum, Teaching and Learning) en Cameron, Cindy 2010-08-23T15:28:17Z 2010-08-23T15:28:17Z 2010-08-23T15:28:17Z
dc.description.abstract While much research has separately considered informational texts and students who struggle with reading, few studies have looked at how these two interact together and what the possible benefits might be. This study provides descriptive information about the perceptions of informational texts from three striving readers. Each student was interviewed and additional data were collected about the students’ literacy environments from their parents, teachers, and classrooms. Results showed that the three students spoke positively about informational texts and that two of the most attractive qualities are interesting material and making meaning from pictures. Within their classrooms, the three students were exposed to a considerable number of informational texts. While the professional literature advocates the use of informational texts for the benefit of boys, it is interesting to note that the two girls in this study chose to read a considerable number of informational texts. It is concluded that informational texts appealed to the three striving reader study participants. Ideas for helping parents and teachers use informational texts with striving readers are presented. en
dc.format.extent 666916 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.subject informational texts en
dc.subject struggling readers en
dc.subject striving en
dc.subject elementary en
dc.title What do upper elementary striving readers say about reading informational texts? en Curriculum, Teaching and Learning en
dc.contributor.examiningcommittee Straw, Stanley (Curriculum, Teaching and Learning) Young, Jon (Educational Administration, Foundations and Psychology) en Master of Education (M.Ed.) en
dc.description.note October 2010 en

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