|
|
Submitted in Partial Fulfillment of the Requirements for the Certificate of
Advanced Graduate Studies in Education with a Specialty in Reading Dr. Ruth D. Farrar, Project Adviser Abstract Children arrive at school having acquired vastly differing degrees of knowledge and skill pertaining to literacy. As literacy learners they must be actively engaged in high-quality and pedagogically sound authentic reading and writing activities throughout the schoolday through which reading comprehension must grow. Young students must be engaged in meaning-seeking communication activities and guided through a variety of activities that increase their competence and develop a metacognitive awareness of what they are trying to achieve as they read and write independently. Use of authentic assessment focuses on better understanding the student's developing identity as a literacy learner.
Navigation Tips For ease of navigation my Review of Literature has been separated into it's various components: Teacher's Role, Oral language, Print Rich Environment, Phonological Awareness, Reading, Written Language, Socialization, Technology, Assessments, and Annotated Bibliography. Within the Annotated Bibliography there are also several Abstracts. My research was completed on the effects of Shared Reading on Rhyming ability. Sample informal assessments are included in the Shared Reading/Rhyming Research section. The Multicultural section contains four Multicultural Principles, two classroom vignettes as well as a resource section. The References section has a complete bibliography of articles and books used during my research for the Review of Literature as well as Shared Reading/Rhyming. Favorite links for teachers as well as children are located in the Favorite Links section.
|
Home