Date of Award

1-1-2011

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Heather White

Library of Congress Subject Heading

Academic achievement; Metacognition; Social sciences--Study and teaching; Reading comprehension--Aids and devices; Reading comprehension--Study and teaching; Behavior modification

Abstract

The purpose of this study was to examine the effect of content-based intervention on comprehension. The participant was one 3rd grade student from a charter school in a large urban city. The student engaged in twelve ninety minutes sessions over a period of four weeks. The student practiced repeated reading and identifying comprehension components to increase recall and comprehension of social studies text. The student practiced metacognitive and self-monitoring strategies to promote comprehension. While there was a significant increase in the student’s comprehension, the qualitative data demonstrates potential challenges for a student to overcome behavioral issues and focus on academic achievement as well as demonstrating that students with behavioral challenges do not respond to intervention the same way as other students in special education.

Rights

On-Campus Access

OCLC Number

772555648

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