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.
Repository Citation
Pyszczek, Mary J., "How Students Explain Their Word-Solving Strategies When They Come to a Word They Don’t Know While Reading and How Does That Explanation Change When Students Are Explicitly Taught a Variety of Reading Strategies" (2007). Education and Human Development Master's Theses. 831.
https://digitalcommons.brockport.edu/ehd_theses/831