Reading comprehension in Grade 1
| dc.contributor.author | Colistro, Claire | |
| dc.contributor.supervisor | Tobin, Ruthanne | |
| 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.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Education M.Ed. | en_US |
| 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.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/5142 | |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | en_US |
| dc.subject | comprehension | |
| dc.subject | reading | |
| dc.subject | primary literacy program | |
| dc.subject | reading theories | |
| dc.title | Reading comprehension in Grade 1 | en_US |
| dc.type | project | en_US |