Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The purpose of this action research was to determine if Collaborative Strategic Reading (CSR) was an effective reading intervention with students in a special day class. CSR is a reading comprehension strategy created by Sharon Vaughn and Janette Klingner (2012). CSR utilizes cooperative learning and reciprocal teaching, relying heavily on student roles within each group. For this research, the CSR strategy was taught for 6 weeks to a class of 11 juniors who were in a special day class setting to determine a) if CSR had an effect on their reading comprehension scores and b) to determine how effectively the teacher/researcher was able implement and teach Collaborative Strategic Reading to the students. A pre-test/post-test comparison was done that did not show a significant increase in comprehension scores. Student questionnaires indicated that the majority of students understood the process of CSR taught by the teacher. Results are examined in greater detail and implications for further research are discussed.

Comments

Thesis (M.A.) Teacher Education Department

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