Reading comprehension : bridging the gap between research and practice : an honors thesis (HONRS 499)

dc.contributor.advisorSchroeder, Thomas S.en_US
dc.contributor.authorStephens, Colleen M.en_US
dc.date.accessioned2011-06-06T19:26:07Z
dc.date.available2011-06-06T19:26:07Z
dc.date.created1993en_US
dc.date.issued1993
dc.description.abstractThis work traces the history of prevailing philosophical frameworks, theories, and resulting instructional implications in the field of reading comprehension from the late nineteenth century to the present day. It then provides a rationale for using reading comprehension strategies as a viable method of direct instruction in the contemporary literacy classroom. A set of guidelines for general strategy use is put forth, as well as a list of research-based criteria by which one can evaluate existing comprehension strategies. Finally, there is a discussion of specific strategies with reference to the evaluative criteria.
dc.description.degreeThesis (B.?.)
dc.description.sponsorshipHonors College
dc.format.extent29 leaves ; 28 cm.en_US
dc.identifier.cardcat-urlhttp://liblink.bsu.edu/catkey/1245549en_US
dc.identifier.otherA-149en_US
dc.identifier.urihttp://cardinalscholar.bsu.edu/handle/20.500.14291/192713
dc.sourceVirtual Pressen_US
dc.subject.lcshEducation, Elementary.en_US
dc.subject.lcshBall State University. Honors College -- Theses (B.?) -- 1993.en_US
dc.titleReading comprehension : bridging the gap between research and practice : an honors thesis (HONRS 499)en_US
dc.typeUndergraduate senior honors thesis.
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