Award Date

1-1-1999

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Instructional and Curricular Studies

First Committee Member

Thomas Bean

Number of Pages

193

Abstract

This study examined how four second grade delayed readers, who were delayed in various stages of reading and writing, read and wrote about narrative and expository paired-topic texts. This study was based on the assumption that: (a) elementary primary grade children could read and write about narrative and expository texts; (b) delayed readers are children who can learn to read, even though they are below grade level, if they are given the opportunity; and, (c) written retellings could be used to assess students' understanding of texts and are one method of bringing the reading-writing relationship together; A case study research approach was used to examine and describe the experience of the four delayed readers, and the phenomenon of their selections and readings and written retellings of narrative and expository texts. The participants' written retellings of the paired-topic narrative and expository texts were analyzed for textual patterns and assigned a richness score. The examination of the written retellings of the paired-topic texts was used to determine the quality of their writing and their stylistic features as compared to the original texts they read and wrote about. It also determined whether elementary primary grade delayed readers could write about narrative and expository texts demonstrating their comprehension of the text; Conclusions drawn from the study, and discussed in the final chapter, suggest that: (a) the four elementary primary grade delayed readers were capable of demonstrating preference for narrative or expository text and supplying relatively high-quality explanations for why they chose one over the other; (b) the four elementary primary grade delayed readers were successful in reconstructing the linguistic structural patterns of the original narrative and expository reading texts in their own writing, therefore confirming that the text they read does have an affect on their writing; (c) the written reconstructions of the original narrative and expository texts reflect the comprehension of the elementary primary grade delayed readers and their ability to read and write about narrative and expository texts; and, (d) the four elementary primary grade delayed readers each were able to compare and contrast similarities and dissimilarities between the narrative and expository original reading texts.

Keywords

Boys; Delayed Readers; Elementary; Expository Texts; Grade; Male; Primary Grade; Readers; Retellings; Study

Controlled Subject

Education, Elementary; Individualized reading instruction

File Format

pdf

File Size

5621.76 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to digitalscholarship@unlv.edu and include clear identification of the work, preferably with URL.

Identifier

https://doi.org/10.25669/p3by-hc1h


Share

COinS