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dc.contributor.authorDomingo, Jamie
dc.date.accessioned2019-07-01T22:47:31Z
dc.date.available2019-07-01T22:47:31Z
dc.date.issued2019-05-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/809
dc.descriptionImplemented GLAD Strategies (cooperative strip paragraph and graphic organizer) in a general education classroom for reading improvement.en_US
dc.description.abstractMore than half of second grade students at an elementary school in Washington tested below the standard reading level. This study focused on using two Guided Language Acquisition Design (GLAD) strategies, the Cooperative Strip Paragraph and graphic organizer, to help students improve their reading ability. The baseline data included multiple assessments during the first week. Each intervention was implemented over the course of three weeks using the gradual release of responsibility method. First, the teacher modeled the strategy. Then, the students worked in groups. Afterwards, students worked independently. The results of this study showed slight improvement in comprehension but were inconclusive for improving reading ability.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectGuided Language Acquisitionen_US
dc.subjectGLADen_US
dc.subjectStrategiesen_US
dc.subjectGeneral educationen_US
dc.subjectCooperative strip paragraphen_US
dc.subjectGraphic organizeren_US
dc.titleTwo Guided Language Acquisition Design (GLAD) Strategies and a Classroomen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.site.countryUnited Statesen_US


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