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Author Enns, Rebecca Day, author.
Title An examination of content area reading and academic vocabulary with fourth grade struggling readers / by Rebecca Day Enns.
Published [Northridge, California] : California State University, Northridge, 2012.
LOCATION CALL # STATUS
 Electronic Book  LB2369 .Z954 2012 E56eb    ONLINE
  
Description 1 online resource (v, 98 pages) : illustations.
Content Type text
still image
Format online resource
File Characteristics text file PDF
Thesis M.A. California State University, Northridge 2012.
Bibliography Includes bibliographical references (pages 86-91).
Summary This study is an examination of fourth grade struggling readers in the author's 2010-2011 class. Of the 28 students, eight of them were labeled as either low-performing readers or English Language Learners (ELL). The purpose for this study was to try and discover why the fourth grade students were struggling to read expository texts. The author also examined why these so-called "struggling readers" were entering the fourth grade already below grade-level in their reading skills. In this study, digital medias and literacies were introduced. The findings of this study suggest that students who struggle to read informational texts at the beginning of fourth grade can improve by the close of the school year when technology, digital literacies, and student interests are used to support learning.
Note Description based on online resource; title from PDF title page (viewed on February 25, 2013).
Subject Reading (Elementary)
Education -- Effect of technological innovations on.
Motivation in education.
Local Subject Dissertations, Academic -- CSUN -- Education -- Elementary Education.
OCLC number 849005995