Date of Award

1998

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Jacqueline Waggoner

Abstract

The purpose of this study was to discover if non- and poor readers in the fourth grade could be remediated using beginning phonological instruction in conjunction with grammatical and literature components with a cross-grade approach. Although this study placed 130 third and fourth grade students into six ability reading groups including the Resource Room, seven students were the study focus for reading remediation. The students were leveled using an Independent Reading Inventory (IRI) but were not singled out from the large group for remedial work. Similar assessments confirmed progress at the end of the year. Information was gathered in the reading classroom as well as the regular classroom. Instructional approaches to remediation were varied, however, main methodologies included phonetic approaches as recommended by the National Institute of Child Health and Human Development (NICHD), Fountas and Pinnell (1987), and Adams (1990). Most students met at least two components of the first State Benchmark in Reading. Many students from the large group advanced in their reading level at least a full year, and some advanced two years, using the cross-grade ability grouping method.

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