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dc.contributor.authorLindsay, Laura
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-10T21:21:37Z
dc.date.available2016-02-10T21:21:37Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to determine if the direct instruction of reading strategies has an effect on the achievement of intermediate students. The study consisted of a sample of ten fifth grade students who were directly instructed reading strategies using the scaffold model in a small group setting over a four month time period. The study involved the use of a pretest/posttest design to measure the achievement. The instrument that was used was the Qualitative Reading Inventory--4. The null hypothesis was rejected because the results were statistically significant that the direct instruction of reading strategies raised student achievement. Further research is necessary to uphold the finding that direct instruction of reading strategies is the most effective teaching method for influencing student achievement.en_US
dc.format.extent27 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2P13B
dc.identifier.urihttp://hdl.handle.net/11603/2210
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading -- Direct instruction approach -- Research
dc.subject.lcshAcademic achievement -- Research
dc.subject.lcshMiddle school education -- Research
dc.titleThe Effect of Direct Instruction of Reading Strategies On the Student Achievement in the Intermediate Gradesen_US
dc.typeTexten_US


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