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Writing to reinforce reading in bala...

Thomas, Donna Johnson.

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Writing to reinforce reading in balanced literacy classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing to reinforce reading in balanced literacy classrooms./
作者:	Thomas, Donna Johnson.
面頁冊數:	93 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645417
ISBN:	9781321344134

Writing to reinforce reading in balanced literacy classrooms.
Thomas, Donna Johnson.

Writing to reinforce reading in balanced literacy classrooms. - 93 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Wingate University, 2014.

This mixed method study analyzes the extent to which third grade English language arts teachers in a rural, south central North Carolina school district integrate research based writing practices into their literacy instruction. This study investigated the implementation of evidence-based writing to read strategies that have been shown to improve the reading abilities of students. With the recent adoption of the Common Core State Standards, student assessments require students to demonstrate the ability to read and analyze text at a higher level than ever before. Accompanying these more complex standards is the need to ensure all students are college and career ready when graduating high school. Implications from the research findings and conclusions have particular significance for educators and leadership teams within this school district as they strive to improve reading proficiency district-wide. The findings from this capstone study will assist the school district's leadership team in developing systemic changes district-wide for increasing literacy achievement of all students.

ISBN: 9781321344134Subjects--Topical Terms:

2122756
Reading instruction.

Writing to reinforce reading in balanced literacy classrooms.
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500 $a Advisers: Lester Edward Davis; Cynthia Compton.
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520 $a This mixed method study analyzes the extent to which third grade English language arts teachers in a rural, south central North Carolina school district integrate research based writing practices into their literacy instruction. This study investigated the implementation of evidence-based writing to read strategies that have been shown to improve the reading abilities of students. With the recent adoption of the Common Core State Standards, student assessments require students to demonstrate the ability to read and analyze text at a higher level than ever before. Accompanying these more complex standards is the need to ensure all students are college and career ready when graduating high school. Implications from the research findings and conclusions have particular significance for educators and leadership teams within this school district as they strive to improve reading proficiency district-wide. The findings from this capstone study will assist the school district's leadership team in developing systemic changes district-wide for increasing literacy achievement of all students.
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