Go to  Advanced Search

Please note that cIRcle is currently being upgraded to DSpace v5.1. The upgrade means that the cIRcle service will *not* be accepting new submissions from 5:00 PM on September 1, 2015 until 5:00 PM on September 4, 2015. All cIRcle material will still be accessible during this period. Apologies for any inconvenience. [CYPRESS]

Crossing the divide : closing the cognitive and affective gaps that prevent successful reading in the upper elementary years

Show full item record

Files in this item

Files Size Format Description   View
ubc_2004-0252.pdf 12.18Mb Adobe Portable Document Format   View/Open
Title: Crossing the divide : closing the cognitive and affective gaps that prevent successful reading in the upper elementary years
Author: Lenters, Kimberly Ann
Degree: Master of Arts - MA
Program: Literacy Education
Copyright Date: 2004
Issue Date: 2009-11-18
Series/Report no. UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
Abstract: Significant numbers of children experience reading difficulty in the intermediate school years. Inexperience with expository text may partially explain this difficulty. While much of the extant research has focussed on the delivery of effective early interventions, investigation of efficacious practices with intermediate level struggling readers continues to require investigation. A case study that documents a research-based intervention with two struggling intermediate students is presented in this thesis. It explores a methodology that combines decoding and comprehension strategy instruction with fluency training, primarily utilizing expository text from children's popular literature. The strong positive results obtained are thought to be linked to the balancing of skill and strategy instruction with affective considerations. Phonological core deficits appear to have been addressed through oral repeated reading preceded by listening-previewing and accompanied by a "switched-on" self-monitoring for comprehension strategy. The findings suggest harmful effects may occur with some struggling readers from the use of fluency training that employs unengaging text and emphasizes speed over accuracy, expression and construction of meaning.
Affiliation: Education, Faculty of
URI: http://hdl.handle.net/2429/15262
Scholarly Level: Graduate

This item appears in the following Collection(s)

Show full item record

UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: 604-822-6375
Fax: 604-822-3893