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A DESCRIPTIVE STUDY OF INFORMATIONAL TEXT REPRESENTATION AND STRATEGY IMPLEMENTATION IN SELECTED FIRST GRADE CLASSROOMS

Luidhardt, Lindsay J.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120151534

Abstract Details

2005, Master of Education (MEd), Bowling Green State University, Reading.
The purpose of this study was to answer the three part research question which asked, "What types of informational resources do first grade teachers in a local county provide in their classroom libraries, how often do they require their students to use or refer to these informational materials to complete an assignment, and what instructional activities and strategies do first grade teachers use involving informational text? Surveys were sent to 58 first grade teachers in a northwest Ohio county. Of the 58 surveys sent out, 29 of the surveys (50%) were returned. Questions on the survey asked participants to indicate informational text resources available in their classroom libraries, strategies and activities they use regarding informational text, and frequency of informational text use within these instructional activities. Results for research question one indicated that trade books were found to be the most frequently represented informational source as the majority of the first grade classroom libraries contained them. Newspapers and brochures were the least represented informational text resources found in first grade classroom libraries. Results for the second part of the research question indicated that the majority of the participants in the study provided daily opportunities for their students to read informational text during independent reading time. Also, the participants indicated that their students were asked to complete assignments requiring an informational text source on a monthly basis. The most prevalent informational text strategies used in first grade classrooms were think-alouds, demonstrations and experiments to explain a concept, and modeling questioning strategies while reading. The strategy used the least was modeling how to skim and scan for important information with only a small percentage of participants marking this response.
Nancy Fordham (Advisor)
70 p.
First Grade Reading; Informational Text; Non-Fiction in the Primary Grades; Instruction for Teaching Non-Fiction and Informational Text

Recommended Citations

Citations

  • Luidhardt, L. J. (2005). A DESCRIPTIVE STUDY OF INFORMATIONAL TEXT REPRESENTATION AND STRATEGY IMPLEMENTATION IN SELECTED FIRST GRADE CLASSROOMS [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120151534

    APA Style (7th edition)

  • Luidhardt, Lindsay. A DESCRIPTIVE STUDY OF INFORMATIONAL TEXT REPRESENTATION AND STRATEGY IMPLEMENTATION IN SELECTED FIRST GRADE CLASSROOMS. 2005. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120151534.

    MLA Style (8th edition)

  • Luidhardt, Lindsay. "A DESCRIPTIVE STUDY OF INFORMATIONAL TEXT REPRESENTATION AND STRATEGY IMPLEMENTATION IN SELECTED FIRST GRADE CLASSROOMS." Master's thesis, Bowling Green State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120151534

    Chicago Manual of Style (17th edition)

bgsu1120151534
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© 2005, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.