Date Approved

12-1993

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

This study examined the impact that a primarily literature-based reading program had on a third grade class in becoming proficient independent readers and writers. Using authentic literature, students were taught reading content, prioritized strategies, and necessary reading skills. Progress was assessed using theme tests, periodic reading surveys, skills surveys, observation checklists and forms, student portfolios, and standardized tests.; The results of this study indicated that a primarily literature-based approach inspired and motivated children to become successful readers and writers. The literature produced, emphasized, and enforced positive learning experiences. The assessments used demonstrated that the class became stronger and more enthusiastic reading students. In a concentrated study, the Iowa Test of Basic Skills showed significant vocabulary and comprehension progress in five students. Although several factors could have contributed to improved performance, it is hypothesized that the use of this program was the important contributor to success.

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