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dc.contributor.authorCronin, Jennifer L.
dc.date.accessioned2012-11-13T13:29:53Z
dc.date.available2012-11-13T13:29:53Z
dc.date.issued13/11/2012
dc.identifier.urihttp://hdl.handle.net/1951/58319
dc.description.abstractThis Master’s Thesis Project focused on using various grouping techniques for reading instruction with a class of diverse students. The topic led to a professional development experience which aimed to provide elementary teachers with best practices for grouping students during reading. It was concluded after research that students benefited most from flexible, dynamic grouping formats. The professional development consisted of a two-hour workshop that provided teachers with knowledge of the Daily 5 and Literacy Café programs for grouping students during reading workshop. There was also an ongoing experience that involved constant observations and teacher reflection, along with collaborative mentor group meetings that continue throughout the entire school year.en_US
dc.language.isoen_USen_US
dc.subjectGroup reading.en_US
dc.subjectGuided reading.en_US
dc.subjectReading teachers -- In-service training -- United States.en_US
dc.subjectMulticultural education -- United States.en_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakersen_US
dc.titleThe effects of using various grouping techniques for reading instruction with a class of diverse students.en_US
dc.typeThesisen_US


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