Implementing early intervention in reading and writing in the primary grades : encouraging reflection and strategic thinking

Collier, Diane R. (1998) Implementing early intervention in reading and writing in the primary grades : encouraging reflection and strategic thinking. Masters thesis, Memorial University of Newfoundland.

[English] 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. Download (12MB) [English] 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. (Original Version)

Abstract

This internship reports findings on the use of informal assessment in language arts, specifically in a special education setting in the primary grades of one school. Assessment and interventions were carried out on an individual, small group and whole class level. Students' use of metacognitive strategies, especially self-talk, in order to guide students' reading and writing were examined and encouraged. Students showed some improvement in this strategy use, displayed through anecdotal records of self-talk, over the 12 week period of the internship.

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