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dc.contributor.advisor
dc.contributor.authorDeLallo, Melania Lee
dc.date.accessioned2012-08-30T14:28:04Z
dc.date.available2012-08-30T14:28:04Z
dc.date.issued30/08/2012
dc.identifier.urihttp://hdl.handle.net/1951/57449
dc.description.abstractA descriptive methodology was implemented through an in depth investigation of the impact of blogging about a novel on developing reading comprehension and interpersonal contacts among fifth grade students. Participants included a small group of six females students from a small, rural, Western New York grades 5-8 Middle School within a K-12 building. The overall goal of this study was to improve students' reading comprehension as well as rate and effectiveness of communication with peers within a blog using Collaborative Strategic Reading (CSR), research-based practice. The Test of Reading Comprehension 4 (TORC-4), observational notes, and interpersonal contact categorization sheet were used to gather and record data. Both qualitative and quantitative data were used to inform the researcher of student progress during the study and further the direction for the future uses of this study. Data results reveal that the use of CSR to structure student blog posts when discussing a novel positively impacts and improves student reading comprehension.en_US
dc.language.isoen_USen_US
dc.subjectBlogsen_US
dc.subjectReading comprehension -- Study and teaching -- Secondaryen_US
dc.subjectEducation -- Computer programsen_US
dc.subjectInterpersonal communicationen_US
dc.titleThe effects of classroom blogging on reading comprehension and interpersonal contacts among fifth grade students.en_US
dc.typeThesisen_US


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