Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
The effects of teacher prompting of eight third grade students who participated in the Links program were investigated. Reading Recovery-type prompts were used to help students over time independently use a balance of the three cueing systems (meaning, structural, graphophonic) as they read new texts in a Reader's Workshop-type setting. The prompting of the students occurred at four points : a) when they indicated they need help; b) at the end of a page; c) as the page was being turned; and d) after the entire text was read. Results indicated that the students were able to use reading strategies independently on more difficult texts after 6 months of participating in the Links program.
Year of Submission
1996
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
Department
Division of Reading and Language Arts
First Advisor
Penny L. Beed
Date Original
1996
Object Description
1 PDF file (51 leaves)
Copyright
©1996 Deborah S. Little
Language
en
File Format
application/pdf
Recommended Citation
Little, Deborah S., "To prompt or not to prompt: Prompting students at critical points in their reading" (1996). Graduate Research Papers. 2793.
https://scholarworks.uni.edu/grp/2793
Comments
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