Andrews, Judy Catherine (1975) Planning and implementing an individualized reading program in a grade two classroom. Masters thesis, Memorial University of Newfoundland.
PDF (Migrated (PDF/A Conversion) from original format: (application/pdf))
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
This internship was concerned with the planning and implementation of an individualized reading program to supplement the basal readers. It was felt that the basal reader grouping procedures did not meet the needs and interests of all students. The utilization of an individualized reading program, in conjunction with the basal series, would allow each child to progress at his own rate and expand and enrich his reading interests, and would foster in him a love of reading and an appreciation of books. -- During April, May, and June, 1975, the intern worked with a grade two teacher who had expressed a desire to utilize an individualized approach to reading along with the existing basal reader program. Thus, the individualized reading was begun with six conscientious children of above average ability and was gradually extended to include the whole class. A daily routine was established which included book introduction and book selection, silent reading, student record card completion, pupil-teacher conferences, individual and group activities, close-off times, and sharing periods. The intern also completed her own records concerning each child's reading progress. -- The intern brought new books into the room every week, but she left favorite titles there for longer periods of time. These books included poetry collections, picture books, fairy tales, fables, biographies, animal stories, and information books, and ranged from a grade one to a grade five level of difficulty. She also compiled Questions to Think About and Activity Choice Cards for the majority of books. These cards helped the children to review their books in preparation for the conferences and provided them with a selection of follow-up independent and group activities. -- Midway through the program the intern and the teacher took the children to the Arts and Culture Center Library. The visit was planned to introduce the children to a library where they could borrow books and other reading materials during the summer months. -- The evaluation of the internship was based on the intern's observations of the program in action, on the teacher's comments and reaction to it, and on the children's views about their own reading in particular and the reading program in general. The outcomes of the program indicated that the internship had been successful and had benefited the children, the teacher, and the intern.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 57-60.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Individualized reading instruction; Developmental reading; Reading (Primary)|
Actions (login required)