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dc.contributor.author Lasure, Cathrine en
dc.date.accessioned 2010-06-24T23:38:39Z en
dc.date.available 2010-06-24T23:38:39Z en
dc.date.issued 2010-05 en
dc.identifier.uri http://hdl.handle.net/10139/2466 en
dc.description.abstract The purpose of this study was to examine the effects of the Active Collaborative Teaching (ACT) model on reading comprehension in a third grade classroom. This study examined the effects of creative dramatics by means of the ACT pedagogy on students’ achievement in reading comprehension as well as their attitudes toward reading. In addition, students’ motivation and engagement in the reading process were considered. The following measures were used to determine the effectiveness of the ACT pedagogy: STAR Reading Test, Elementary Reading Attitude Survey, Field Notes, and a Focus Group. The ACT pedagogy revealed itself to be a powerful tool that supports literacy development in the areas of reading comprehension including motivation, engagement, and attitude. Students achieved academic success by increasing their reading levels as well as developing a more positive attitude toward reading. In addition, the ACT model motivated students to read and engaged students in the reading process. The use of the ACT model cultivated literacy skills by utilizing dramatic techniques to foster students’ cognitive and affective development, skills essential for reading comprehension. Utilizing the ACT pedagogy in language arts instruction positively influences student achievement in the area of reading comprehension. en
dc.language.iso en_US en
dc.rights All rights reserved to author and California State University Channel Islands en
dc.subject Active collaborative teaching en
dc.subject Reading comprehension en
dc.subject Elementary education en
dc.subject Pedagogy en
dc.subject Education thesis en
dc.title Active Collaborative Teaching: Effects on Reading Comprehension in a Third Grade Classroom en
dc.type Thesis en


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