Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Reading comprehension -- Evaluation;
Abstract
The project will explore an instructional program in listening to develop inference abilities, higher levels of comprehension, for second graders who are eligible for a Chapter I reading program. In many cases, children who are not achieving in accordance with their estimated potential are viewed as having lower levels of intellectual abilities. Remedial readers are not necessarily poor thinkers. Usually, their listening ability reflects a higher level of thinking-language ability {Hansen, 1981). Because of the commonality in listening and reading tasks, instruction in listening supports emerging reading abilities {Smith, 1994; Cambourne, 1988). In this proposed project, instruction in inference tasks will be offered through the listening mode as a means of fostering delayed learners' comprehension abilities. The children's progress will be described through exhibits collected in a portfolio for each child.
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Jeanne McLain Harms
Date Original
1995
Object Description
1 PDF file (17 leaves)
Copyright
©1995 Barbara Layfield Busch
Language
en
File Format
application/pdf
Recommended Citation
Busch, Barbara Layfield, "Instruction-assessment connection of inference tasks for literacy-delayed students" (1995). Graduate Research Papers. 2154.
https://scholarworks.uni.edu/grp/2154
Comments
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