Date of Award
8-2010
Degree Name
Education (M.Ed.)
Department
College of Education
Academic Year
2009/2010
Abstract
Methodologies to address reading comprehension of general education students at the elementary level have been the topic of decades’ worth of educational research in literacy. Despite the proliferation of material on theory and instruction of comprehension strategies, as with narrative texts, teachers still struggle to find effective techniques to reach the low-achieving students, those who demonstrate little to no proficiency or autonomy with meaning-making skills.
Critiques of current literacy programming point to a number of concerns relating to comprehension instruction. In this document, five key components of instruction are investigated, including motivation and engagement, comprehension strategies and a conceptual framework for learning, the role of teacher and instructional framework, peer collaboration, and assessment. Reflections on current teaching practices, contemporary thinking by theorists and experts in the field of literacy education, and promising approaches to instruction shape the series of professional development workshops proposed here.
ScholarWorks Citation
Vaandering, Edwin Lee, "Comprehension Strategy Instruction of Narrative Texts in Elementary Language Arts (Project)" (2010). Honorable Mentions. 2.
https://scholarworks.gvsu.edu/coeawardhonor/2
