Date of Defense

3-28-2001

Department

Teaching, Learning and Educational Studies

First Advisor

Sharon Pendola

Second Advisor

Dr. Lauren Freedman

Third Advisor

Ann Hermen

Abstract

The purpose of reading is to make meaning from text. This making of begins with reading comprehension. Reading without comprehension is purposeless. In the past, much of reading instruction has focused not on comprehension but only on word-calling, or the identification of words printed on the page as singular entities rather than chunks of meaning. In the late 1970?s and early 1980's, several studies were released alerting educators and the public to the lack of comprehension instruction taking place in schools. Later came research highlighting the toll this deficiency was taking on children. It is now recognized that by the time students are in the upper elementary grades, too many are not comprehending well. The question that forms in an educator's mind after reviewing such research is, "What can I do about it?" This paper is an attempt to answer that question.

Access Setting

Honors Thesis-Campus Only

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