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The effects of using various grouping techniques for reading instruction with a class of diverse students.

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dc.contributor.author Cronin, Jennifer L.
dc.date.accessioned 2012-11-13T13:29:53Z
dc.date.available 2012-11-13T13:29:53Z
dc.date.issued 2012-11-13
dc.identifier.uri http://hdl.handle.net/1951/58319
dc.description.abstract This 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.iso en_US en_US
dc.subject Group reading. en_US
dc.subject Guided reading. en_US
dc.subject Reading teachers -- In-service training -- United States. en_US
dc.subject Multicultural education -- United States. en_US
dc.subject English language -- Study and teaching -- Foreign speakers en_US
dc.title The effects of using various grouping techniques for reading instruction with a class of diverse students. en_US
dc.type Thesis en_US


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