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dc.contributor.authorProepper, Elizabeth
dc.date.accessioned2016-12-20T15:25:50Z
dc.date.available2016-12-20T15:25:50Z
dc.date.issued2016-12-20T15:25:50Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/75617
dc.description.abstractThe purpose of this study was to measure the effect of Scaffolded Silent Reading on third grade students’ reading comprehension and fluency. During Scaffolded Silent Reading participants read independently and silently for twenty minutes after a brief lesson on fluency or a comprehension strategy. As the students read, the researcher held Individual Monitoring Conferences (IMC) with four to five students; first taking a running record and then initiating a discussion about the book while monitoring students’ comprehension. Finally, the researcher helped each student to set a goal for completing the book and to choose a book response project. The study was conducted in a third grade classroom with twenty-three students. Measures included easyCBM Passage Reading Fluency (2006) and Multiple Choice Reading Comprehension (2006) assessments (Appendix C. Measurement Instruments).en
dc.language.isoen_USen
dc.subjectElementary educationen
dc.subjectReading comprehensionen
dc.subjectSustained Silent Readingen
dc.subjectScaffolded Silent Readingen
dc.subjectLiteracyen
dc.subjectReadingen
dc.subjectEducationen
dc.subjectEducational Leadershipen
dc.titleScaffolded Silent Reading: More Effective than Sustained Silent Reading?en
dc.typeThesisen


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