Date of Award

Spring 5-3-2016

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Kathleen Olmstead

Abstract

This qualitative self-study explores teaching practices that have been proven to assist teachers in making the general education curriculum challenging for advanced readers in their classrooms. It discusses who advanced readers are, evidence-based practices to teach gifted/advanced readers, and a reflective dialogue on one teacher’s utilization of multiple strategies.

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Education Commons

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