Date of Award

8-2007

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

The researcher wanted to see what strategies fourth grade students say they use when they come to a word they don't know while they are reading. The researcher asked them what they do and then had them read out loud from a text. Notes were taken on the strategies they used to see if what they said matched what they actually did. Three mini-lessons were then given on word-solving strategies that they could use to figure out unknown words. Last, the students read out loud again and were asked what they do to problem-solve a word. The results were that the students did not use the strategies of sounding out and chunking that they said they used, but used the strategies of rereading and self-correction while they read.

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