Reading Renaissance Teacher Intervention Strategies for Student Success

Show simple item record Brantley, Lydia en_US
dc.coverage.spatial Georgia en_US 2009-10-05T19:51:31Z en_US 2011-03-02T17:28:49Z 2009-10-05T19:51:31Z en_US 2011-03-02T17:28:49Z 2001-12 en_US
dc.identifier.uri en_US
dc.description.abstract Helping children to become better readers is a tremendous responsibility faced by educators today. With students of varying abilities, reaching each child requires training, time, and dedication. The goal of this study was to improve the quality and quantity of the teacher/student relationship component of the Reading Renaissance program, which is the corereading program in the elementary school in which I work. Consideration was given to teacher intervention strategies that were in use as well as those strategies that both teachers and students identified as effective. Staff development sessions were provided and through surveys, observations, and focus group sessions, third grade students and teachers demonstrated that participation in specific, planned staff development could be successful for changing reading instruction. Time limits of the study made it impractical to measure student reading growth. en_US
dc.language.iso en_US en_US
dc.subject Teacher/Student Relationship en_US
dc.subject Reading Renaissance en_US
dc.title Reading Renaissance Teacher Intervention Strategies for Student Success en_US
dc.type Thesis en_US
dc.contributor.department Curriculum and Instructional Technology en_US
dc.description.advisor Schmertzing, Lorraine en_US
dc.description.committee Leader, Lars en_US
dc.description.committee Zahner, Jane en_US Ed.S. en_US
dc.description.major Instructional Technology en_US

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