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Reading comprehension in Grade 1

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dc.contributor.author Colistro, Claire
dc.date.accessioned 2014-01-07T22:56:49Z
dc.date.available 2014-01-07T22:56:49Z
dc.date.copyright 2013 en_US
dc.date.issued 2014-01-07
dc.identifier.uri http://hdl.handle.net/1828/5142
dc.description.abstract In primary grades, school success is synonymous with reading success. The B.C. Language Arts Program focuses on teaching reading comprehension and fluency, however, in my experience teaching Grade 1, the majority of class time is spent on the alphabet and phonetics. Educators have known for some time that comprehension is the most important aspect of reading and needs to be emphasized from the beginning of instruction. The purpose of this project was to review the literature on reading comprehension, especially as it pertains to instruction in Grade 1 classrooms. I begin Chapter 1 by explaining my motivation for investigating reading comprehension and the British Columbia context in which it is represented. This leads to the rationale and project overview. Chapter 2 includes a description of the theoretical foundation of reading and a literature review on reading comprehension strategies. Based on the literature review, I designed a workshop for teachers to share my growing understanding of instruction in reading comprehension. en_US
dc.language.iso en en_US
dc.subject comprehension en_US
dc.subject reading en_US
dc.subject primary literacy program en_US
dc.subject reading theories en_US
dc.title Reading comprehension in Grade 1 en_US
dc.type project en_US
dc.contributor.supervisor Tobin, Ruthanne
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US


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